the use of teachers’ questions technique to improve...
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THE USE OF TEACHERS’ QUESTIONS TECHNIQUE TO
IMPROVE STUDENTS’ SPEAKING ABILITY
(A Classroom Action Research of the Second Year Students of SMP N 3
Ampel in the Academic Year 2015/2016)
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:
FILA FATMAWATI
113 11 099
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2016
MOTTO
إن الله هع الصابرين“Verily, Allah is with the patient ones”
(Q.S Al-Anfal: 46)
ىم حتى يغيروا ها بأنفسهنإن الله لا يغير ها بق “Verily, never will Allah change the condition of a people until they
change it themselves (with their own souls)”
(Q.S Ar- Ra’d: 11)
“Women with no tenderness like a flower without fragrance”
(The Writer)
DEDICATION
I would like to dedicate this graduating paper:
1. My never dies lovely, my father (Muhammad Ghufon), my mother (Surtini), who always
gives me support both in spirit or finance, my sister (Nina, Nunung, Aska, Andra), and my
brother (Ulvi, Raynald, Syarifal and Mustaqim). I do love you all.
2. My beloved friend and partner (Deddy Septiyan), thanks for your patience, togetherness
and your support.
3. My best friends (Itsna „Ainul „Ulya, Durotun Nasikah, Mentari Mega W. and Mar‟atus
Sholikhah). Thank‟s for your support.
4. My special neighbor, Mas Amin and Mbak Jaya who help me to finish my graduating
paper.
5. All of my friends especially to TBI C and generally to IAIN Salatiga 2011. Everyone has a
special thing for me.
ACKNOWLEDGEMENT
Assalamualaikum Wr.Wb
Bismillahirrahmanirrahim. Thanks to Allah SWT., The Lord of Universe. God the
almighty for the blessing given to the writer in completing and finishing this graduating
paper as one of the requirment for Sarjana Pendidikan in English Department 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.
This graduating paper would not have been completed without support, guidance and
help from individual and institution. Therefore, I would like to express special thanks to:
1. Dr. 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 of States
Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah,S.Pd., M.Hum., Ph.D as the Head of English Education Department of
States Institute for Islamic Studies (IAIN) Salatiga.
4. Maslihatul Umami,S.Pd.I.,M.A. as a counselor who has guided, directed, motivated,
and advised me patiently in the process of accomplishing this graduating paper.
5. All of the lecturers of English Education Department of States Institute for Islamic
Studies (IAIN) Salatiga.
ABSTRACT
Fatmawati, Fila. 2016. The Use of Teachers’ Questions Technique to Improve Students’
Speaking Ability (A Classroom Action Research of the Second Year Students of SMP
N 3 Ampel in the Academic Year 2015/2016). A Graduating Paper. Teacher Training
and Education Faculty (TTEF). English Education Department of State Institute for
Islamic Studies (IAIN) Salatiga. Counselor: Maslihatul Umami, S.Pd.I,MA.
Keywords: Speaking Ability, Classroom Action Research, Teachers’ Questions Technique.
The aim of this research are to describe the procedure of improving students‟ speaking ability
by using “Teachers‟ Questions Technique” at the second year students of SMP N 3 Ampel in
academic year 2015/2016, to find out whether the “Teachers‟ Questions Technique” can
improve students‟ speaking ability or not, to find out the extent of the use of “Teachers‟
Questions Technique” improving students‟ speaking ability. The methodology of this
research used Classroom Action Research (CAR). The procedure of this research there were
two cycles, each cycle consist of planning, action, observation, and reflection. The researcher
found several findings on it. The findings show that the T-test calculation of cycle I is 11,34
and cycle II is 10,48, T-table with N=35 is 2.030. The increasing students‟ mean score in
percentage from cycle I to cycle II with the standardized score (the minimum of passing
criteria) is 70. The percentage of cycle I is 55,55% students and 83,33% in the cycle II. The
increasing of score in percentage from cycle I to cycle II is 27,78%. This indicates that there
is significant improvement of students‟ speaking ability by applying “Teachers‟ Questions
Technique” in VIII-D class of SMP N 3 Ampel in the academic year of 2015/2016.
TABLES OF CONTENTS
TITLE PAGE ....................................................................................... i
DECLARATION ................................................................................. ii
ATTENTIVE COUNSELOR NOTES ............................................... iii
PAGE OF CERTIFICATION ............................................................ iv
MOTTO ................................................................................................ v
DEDICATION ..................................................................................... vi
ACKNOWLEDGEMENT .................................................................. vii
ABSTRACT .......................................................................................... ix
TABLE OF CONTENTS ..................................................................... x
LIST OF TABLES AND FIGURE ..................................................... xiv
CHAPTER I: INTRODUCTION ....................................................... 1
A. Background of the Study ............................................................ 1
B. Statement of the Problem Study ................................................. 4
C. Objectives of the Study .............................................................. 4
D. Benefits of the Study ................................................................. 5
E. Limitation of the Study .............................................................. 6
F. Definition of the Key Terms ...................................................... 6
G. Review of Previous Researches ................................................. 8
H. Outline of the Graduating Paper ................................................. 9
CHAPTER II: THEORETICAL FRAMEWORK ........................... 11
A. Theachers‟ Questions Technique ............................................... 11
1. Definition of Techers‟ Questions ......................................... 11
2. Types of Teachers‟ Questions .............................................. 12
3. Questions Skills .................................................................... 15
4. Questions Strategies ............................................................. 17
B. Speaking ..................................................................................... 20
1. Definition of Speaking ......................................................... 20
2. Components of Speaking ..................................................... 20
3. Elements of Speaking ........................................................... 21
4. Types of Speaking ................................................................ 24
5. Indicators of Successful Speaking ....................................... 26
6. Teaching Speaking ............................................................... 27
7. Rubric of Assessment of Speaking Ability............................. 28
C. Teachers‟ Questions Technique and Speaking Ability .............. 30
CHAPTER III: METHODOLOGY OF RESEARCH ...................... 32
A. General Situation of SMP N 3 Ampel.......................................... 32
B. Subject of the Study .................................................................... 32
C. Methodology of the Research ..................................................... 34
1. Kind of Research ................................................................... 34
2. Components of Classroom Actions Research ...................... 35
3. Characteristics of Classroom Action Research .................... 36
4. Principle of Classroom Action esearch ................................ 37
D. Technique of Collecting Data .................................................... 39
E. Procedures of Research .............................................................. 40
F. Technique of Data Analysis ....................................................... 42
CHAPTER IV: IMPLEMENTATION OF RESEARCH ................. 45
A. Cycle I ......................................................................................... 45
1. Planning ................................................................................ 45
2. Implementation Action ......................................................... 45
3. Observation ........................................................................... 51
4. Score of Speaking ................................................................. 54
5. Reflection .............................................................................. 58
B. Cycle II ........................................................................................ 59
1. Planning ................................................................................. 59
2. Implementation Action .......................................................... 59
3. Observation ............................................................................ 65
4. Score of Speaking .................................................................. 67
5. Reflection ............................................................................... 72
C. Description of Speaking Mastery Improvement .......................... 72
1. Analysis ................................................................................. 72
2. Discussion .............................................................................. 74
CHAPTER V: CLOSURE .................................................................. 75
A. Conclusion ................................................................................. 75
B. Suggestions ................................................................................ 76
REFERENCES
CURRICULUM VITAE
APPENDIXES
LIST OF TABLES AND FIGURE
List of Tables
Table 2.1 Scoring Rubric of Speaking ..................................................... 29
Table 2.2 Students’ Achievemnt .............................................................. 30
Table 3.1 List of Class VIII-D students of SMP N 3 Ampel .................. 33
Table 4.1 Students’ Observation Sheet I ................................................. 52
Table 4.2 Score Pre-Test and Post-Test Cycle I ..................................... 54
Table 4.3 Students’ Observation Sheet II ............................................... 65
Table 4.4 Score Pre-Test and Post-Test Cycle II .................................... 67
Table 4.5 Students’ Mean Score Percentage ........................................... 73
Table 4.6 Mean of Students’ Score ........................................................... 73
Figure
Figure 3.1 Procedure of Classroom Action Research ............................ 42
CHAPTER I
INTRODUCTION
A. Background of the Study
Human always need each other. They need to communicate with language as a
means of communication with other people. Language is used by people to express
and receive some information, message, emotions and so on. There are many kinds of
languages that it used by people such as Bahasa, Arabic, English, etc. It depends on
where the people live. English is a foreign language in Indonesia. It is very important
for us to learn it, because English is international language.
There are four components of English skill, those are listening, speaking,
writing, and reading. One of the skills of English is speaking. Based on Nunan (1991:
39), speaking is very important because language is primarily speech. Oral
communication is seen as basic skill, so it is much needed. For most people,
mastering the art of speaking is the single most important aspect of learning a second
or foreign language, and it is measured in term of ability to carry out a conversation in
a language.
When students want to learn English, they usually face some problems. Some
of problem that they meet are pronunciation, vocabularies, and English sentence
arragement. Those problem makes the English teachers have to be creative in order to
help them solve their problems.
Most of English teachers use discussion technique to improve the students‟
speaking ability. However, many people think that discussion is not easy like the
English teachers think. For example, the teacher comes to the class and says “today
we are going to discuss oil pollution”. What the students feel? The truth is that the
students probably they are not interesting in the subject, no relevant knowledge or
experience, no motivation, no desire or perceived need to speak about it and worst of
all, a slight panic: “The teacher wants me to say something and I haven’t had time to
think”. Hence, as a result many students say nothing instead of answering the
question. In this condition the teachers should help their students.
Teaching and learning are relationship and multi-dimensional processes which
both of them affect each other and they are important components in educational
contexts. In this context, teachers and students learn from one another as they build
up an English environment of learning in a class. One of the reasons that teachers tend
to over emphasize coverage over engaged thinking is that they assume that answers
can be taught separate from questions. When a teacher explains a textbook exercise to
students and monitoring the students‟ progress, usually teacher asks “have you
finished yet?” or “have you completed the questions at the bottom of the page?”,
students surely saying “no, not yet sir/miss” or “yes sir/miss” (Lyn Dawes, 2011).
The example above is one of the teachers‟ question by using a textbook, which
are answered by Indonesian students with yes or no, the teacher‟s questions and the
students‟ answer, both of them can affect to the result of English teaching. At this
point, learning process gains a role as a mean for negotiation within the English
foreign language setting and the success of this negotiation. Where both of them
mainly depend on the quality and quantity of students‟ participation to share some
informations to make the students speak in the class are the teacher‟s job and
responsibility to improve the students‟ speaking ability. The teachers can promote
their communication with the students by maintaining the teachers‟ questions
technique in order to make the students keep talking English.
Furthermore, the English teachers should make an effort to make Indonesian
students master English easily. They should understand the English learning process
in the classroom. By knowing the English learning process, they can predict the
learning problems that might be face by Indonesian students.
In SMP N 3 Ampel the writer found that many of the students in this school
have less ability in English especially speaking. They do not use English actively
because they feel afraid and shy to practice their speaking ability. From the English
learning process‟ problems in SMP N 3 Ampel the writer would like to investigate the
students speaking mastery from the teachers‟questions technique in order to help them
solve the problems.
Based on the problems above the writer would like to make a research entitled
“The Use of Teachers’ Questions Technique to Improve Students’ Speaking
Ability (A Classroom Action Research of the Second Year Students of SMP N 3
Ampel in the Academic Year 2015/2016)”.
B. Statement of the Problem Study
The problems that the writer would discuss in this study were formulated in
the following questions:
1. How is the procedure of implementating teachers‟ questions technique to improve
students‟ speaking ability of the second year students of SMP N 3 Ampel?
2. Whether the use of teachers‟ questions technique improve the students‟ speaking
ability of the second year students of SMP N 3 Ampel or not?
3. To what extent is the use of teachers‟ questions technique to improve students‟
speaking ability of the second year students of SMP N 3 Ampel?
C. Objectives of the Study
In accordance with the problem above, the purposes or the aims of the study
can be stated as follows:
1. To describe the procedure of implementation of teachers‟ questions technique to
improve students‟ speaking ability of the second year students of SMP N 3 Ampel.
2. To find out whether the implementation of teachers‟ questions technique improve
the students‟ speaking ability of the second year students of SMP N 3 Ampel.
3. To find out to what extent is the use of teachers‟ questions technique improve the
students‟ speaking ability of the second year students of SMP N 3 Ampel.
D. Benefits of the Study
The result of this research are expected to be useful for:
1. The students
After reading the result of this research, the students are able to increase their
ability in speaking. The students are more active in speaking than before.
Hopefully, it can also improve their English. The students will be more attracted in
learning English without under pressure feeling and forced.
2. The teachers
This research can help teachers in making their students accustom to speak up
by their own words. Teachers can use some questions to support and motivate their
students. They will know the students„ characters and competences.
3. The other writers
This research can help other writers to know some abilities of students in
speaking. On the other hand, other writers are able to know how the teachers make
their students accustom to speaking and they can know how far the influence of
teachers‟ question technique and students‟ speaking ability.
4. The writer
By doing the research, the writer hopes that she can study and get more
information to identify the problem in students‟ speaking ability. Besides that the
writer will get new experience and knowledge for the future of her life.
E. Limitation of the Study
The writer limits the problem only on improving students‟ speaking ability by
using teachers‟ questions technique to the students of the second year of SMP N 3
Ampel.
F. Definition of the Key Terms
A teachers‟ questions technique are pivotal to the instructional process
because questioning is the most frequently used instructional tool.
1. Definition of Teachers‟ Questions
According to Reflective Teaching in Second Language Classroom which
arranged by Jack C. Richard (1994), research suggests that questions is one of the
most common teaching used by teachers. Reasearcher have proposed that questions
play crucial role in language acquisition:
“They can be used to allow the learner to keep participating in the discourse
and even modify it so that the language used becomes more comprohensible
and personally relevant”.
2. Definition of Improving
Improve is to bring to more desirable or excellent condition; to ameliorate; to
better; to make; as land or real estate, more profitable by cultivication or
construction; to make more useful (Mario Pei, 1974:483).
3. Definition of Speaking
Based on Nunan (1991: 39), speaking is very important because language is
primarily speech. Oral communication is seen as basic skill, so it is much needed.
For most people, mastering the art of speaking is the single most important aspect
of learning a second or foreign language, and it is measured in term of ability to
carry out a conversation in a language.
4. Definition of Ability
Ability is a present state of being able to make certain response perform
certain tastes, we say that a person has an ability to do something, we mean that he
can do that right now. Ability is the state or condition of being able; aptitude;
competence; capability; power to do something, whether physical, mental,
legal,etc. (Mario Pei, 1974:2).
G. Review of Previous Researches
In this graduating paper, the writer reviews several related studies to support
this paper, the first title is “The Use of Bamboo Dancing Method to Improve Student’s
Speaking Ability (A Classroom Action Research in the Second Year Students of SMP
Islam Sudirman Tengaran in the Academic Year 2012/2013)”, by Ela Wulansari. In
this graduating paper, she focused on the use of bamboo dancing to improve the
students speaking ability. According to her method can improve the students speaking
ability of the second year students of SMP Islam Sudirman Tengaran. To collect the
data she used three methods, there are observation, documentation and test method.
She did the research in three cycles in order to help the students improve their
speaking ability. After analyzing the result of cycle I until III, she conclude improving
students‟ speaking ability by bamboo dancing can motivated and improve students
speaking ability.
The second research report was written by Nur Ifka Elfiani, the student of
STAIN Salatiga in 2012, with her research paper entitle “The Use of Numbered Heads
Together Method to Improve Students’ Speaking Skill (A Classroom Action Research
of the Second Year Students of MAN Tengaran Semarang Regency in the Academic
Year of 2012/2013)”. In this research, she explained that the implementation of
numbered heads together method can improve students‟ speaking English actively
eventhough they still produce ungrammatical utterances. Besides, there is significant
different between pre-test and post-test.
Another research has been done by Ambar Wahyuni entitled “The
Effectiveness of Using Direct Method to Improve Students’ Speaking Ability for the
Tenth Grade Students of SMA N 1 Suruh in the Academic Year of 2012/2013 ”. In her
research she focused in the use of direct method where she did in three cycles. After
doing all of the cycles, the writer found that the use of direct method is effective to the
students to increase their speaking ability. It shows by the means of pre-test and post-
tes in the three cycles.
There are few differences between these studies. In this studies the writer
focus on the teachers‟ questions technique to help the students improve their speaking
ability. Furthermore, the writer will focus to improve the students‟ speaking ability.
That is all the differences between this study and the previous research review.
H. Outline of the Graduating Paper
The graduating paper is divided into five chapters as follows: Chapter I
contains introduction which covers the background of the study, statement of the
problem study, the objectives of the study, the benefit of the study, limitation of the
study, definition of key terms, the review of previous research and outline of the
graduating paper. Chapter II describes the theoretical framework, which consist of
theory of teachers‟ questions and speaking ability. The writer takes some books
written by many experts as references which will explain more about those. Chapter
III is methodology of research. In this chapter, the writer would like to describe the
description of this research and data source, method of collecting data, and like
consists of type of research, population, sample and sampling technique, method of
collecting data and data analysis. Chapter IV presents the data presentation and data
analysis. Data presentation consist of description of SMP N 3 Ampel and data
analysis consist of the result of the study, analysis of the study and interpretation of
the result. Chapter V is closure as the end of the graduating paper by giving
conclusion and suggestions. For the attachment there are bibliography and
appendixes.
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer is going to explain briefly the theoretical framework which
includes the notion of teachers‟ questions technique and speaking ability.
A. Teachers’ Questions Technique
1. Definition of Teachers’ Questions
According to Reflective Teaching in Second Language Classroom which
arranged by Jack C. Richard (1994), research suggests that questioning is one of the
common techniques used by teachers. In some cassrooms over half of class time is
taken up with question and answer exchanges.
Second language writers have also examined the contribution of teachers‟
questions to classroom second language learning. They have proposed that the
question play a crucial role in language acquisition:
“they can be used to allow the learner to keep participating in the discourse
and even modify it so that language used becomes more comprehensible and
personally relevant” (Banbrook and Skehan 1989:142).
The importance of questions as an instructional strategy is widely
acknowledged in the literature on teaching and learning. Teachers‟ questions may
serve different functions, including focusing attention, exercising disciplinary control
in the course or an instruction, encouraging students‟ participation and moving the
lesson forward among others. The pervasiveness of teacher questions in the
classroom can be explained by the specific functions they perform.
According to the Richards & Lockhart (2000, p. 185), there are several
reasons why questions are so commonly used in teaching.
a. They stimulate and maintain students‟ interest.
b. They encourage students to think and focus on the content of the lesson.
c. They enable teacher to clarify what a student has said.
d. They enable to teacher to elicit particular structure or vocabulary items.
e. They enable to teacher to check students‟ understanding.
f. They encourage student participation in a lesson.
2. Types of Teachers’ Questions
There are many different ways to classify questions, and as writers have
observed it is sometimes difficult to arrive at discrete and directly observable
categories. From Richards & Lockhart (2000) the teacher‟s questions are classified
into three categories in terms of their purposes, that are:
a. Procedural Questions
Procedural questions have to do with classroom procedures and routines, and
classroom management, as opposed to the content of learning. For the example,
the following questions occured in classroms while teachers were checking that
assignment had been completed, that instruction, for a task were clear, and that
students were ready for a new task.
Did everyone bring their homework
Do you all understand what I want you to do?
Can you all read what I’ve written on the blackboard?
Did anyone bring a dictionary to class, and etc. (Richards & Lockhart, 2000)
Procedural questions have a different function from questions designed to help
students master the content of a lesson.
b. Convergent Questions
Convergent questions encourage similar student responses,or responses which
focus on a central theme. These responses are often short answers, such as “yes”
or “no” or short statements. Language teachers often ask a rapid sequence of
convergent questions to help develop aural skills and vocabulary and to
encourage whole-class participation before moving on to some other teaching
technique. For example, the following questions were used by a teacher in
introducing a reading lesson focusing on the efffects of computers on everyday
life. Before the teacher began the lesson she led students into the topic of the
reading by asking the following convergent questions:
How many of you have a personal computer in your home?
Do you use it everyday?
What do you mainly ise it for?
What are some other machines that you have in your home?
What are the names of some computer companies?
What is the difference between software and hardware? (Richards &
Lockhart, 2000)
c. Divergent Questions
Divergent questions are the opposite of convergent questions. They encourage
diverse student responses which are not short answer and which require students
to engage in higher-level thinking. They encourage students to provide their own
information rather than to recall prevoiusly presented information. For example,
after asking the convergent questions above, the teacher went on to ask divergent
questions such as the following:
How have computers had an economic impact on society?
How would businesses today function without computers?
Do you think computers have had any negative effects on society?
What are the best ways of promoting the use of computers in education.(
Richards & Lockhart, 2000)
Another categorization, which will be fundamental for this research, for
teachers‟ question was presented by Wajnryb (1992,p.47) as follows:
a. Yes/No questions, example “here is a picture of woman. Have you seen her face
before?”.
b. Short answer/ retrieval-style questions, example “what did she say about the
film?”.
c. Open-ended questions, example “whom could he have telephoned?”.
d. Display questions, it is questioning information already known to the questioner.
For example “what colour is this pen?”.
e. Referential questions, it is questions requesting new information. Example “what
did you study at university?”.
f. Non-retrievel, imagine questions, it is question that do not require the learner to
retrieve given information but instead call on inferred information or information
in which an opinion judgment is called for. The example is “what do you think the
writer was suggesting by making the central character an animal?”.
3. Questions Skills
In view of the importance of the quetioning as a teaching strategy, the skill
with which teachers use questions has received a conciderable amount of attention in
techer education. Among that issues Richard (2000) identified questions skills as
follow:
a. The Range of Question Types Teachers Use
It has often been observed that teachers tend to ask more convergent than
divergent questions. These questinonsserve to facilitate the recall of information
rather than to generate student ideas and classroom communication. Since
convergent questions rquire short answers, they may likewise provide limited
opportunities for students to produce and practice the target language (Richards &
Lockhart, 2000).
Long and Sato (1983) compared the number of “display questions” (questions
that teachers know the answer to and which are designed to elicit or display
particular structures) and “referential questions” (questions that teachers do not
know the answer to) in naturalictic and classroom discourse. They found that in
naturalistic discourse referential questions are more frequent than display
questions, whereas display questions are much more frequent in whole-class
teaching in English second language classrooms.
b. Student Participation
In many classroom, student have few opportunities to ask questions on their
own, although they may be given the opportunity to answer questions. Even when
teacher give students opportunities to ask and answer questions, they may address
their questionsto only a few of the students in the class-those lying within their
action zone.
Aacording to Jackson and Lahaderne (1967) found that some students are
twenty five times more likely to be called on to speak in a class than others. In
language classroom, where students may be of different levels of ability, the fact
that some students have much more difficulty answering questions than others
may lead the teacher to call on only those students in the class who can be relied
upon to answer the question in order to maintain the momentum of the class. This
reinforces the teacher‟s tendency to direct questions to only certain students in the
class.
c. Wait Time
An important dimension of a teacher‟s questioning skills is wait time, that is
the length of time the teacher waits after asking the question before calling on a
student to answer it, rephrasing the question, directing the question to another
students, or giving the answer. Teacher often use a very short wait time, example
one second, which is rarely sufficient to enable students to respond. When wait
time is increase to three to five seconds, the amount of the student participation as
well as the quality of that participation often increases (Long et al. 1984).
4. Questions Strategies
The effective questions are not based on intuition, but they are carefully
designed and planned for specific outcomes. An effective question motivates student
engagement by providing the right words and enough response time for students to
compose a response. Great questions are crafted with attention to voice inflection,
word emphasis, word choice, timing, the audience‟s (students‟) prior knowledge and
needed challenges, the goals of a lesson, and the context in which the questions are
raised. There are two kinds of questioning strategies by Lynn, 2003:
1. Strategies to use when students respond
a. Reinforcement: the teacher should reinforce student responses and questions in
positive way in order to encourage future participation. The type of
reinforcement will be determined by:
a) The correctness of the answer. If a student gives an answer that is off-target
or incorrect, the instructor may want to briefly acknowledge the response
but not spend muchtime on it and then move to the correct respense.
b) The number of times a student has responded. Instructors may want to
provide a student who has never responded in class with more
reinforcement than someone who responds often.
b. Probing: the initial response of students may be superficial. The teacher need
probing to make students explore initial comments. Probes can be use to:
a) Analyze a student‟s statement. Make a student aware of
underlyingassumptions, or justify or evaluate a statement.
b) Help students deduce relationships. Instructors may ask students to judge
the implications of their statement or to compare and contrast concept.
c) Have students clarify or elaborate on their comments by asking for more
information.
c. Adjust/Refocus: when a student provides a response that appears out of text, the
instructor can refocus to encourage the student to tie her response to the content
being discussed. This technique is also used to shift attention to a new topic.
2. Strategies to use when students do not respond
a. Redirect: when a student responds to a question, the teacher can ask another
student to comment on his statement. The purpose of this technique are to
anable more students to participate and to allow a student to correct another
student‟s incorrect statement or respond to another student‟s question.
b. Rephrasing: this technique is used when a student provides an incorrect
response or no response. There are three strategies:
a) The teacher can try to reword the question to make it clearer, the question
may have been poorly phrased.
b) The teacher can provide some information to help students come up with the
answer.
c) The teacher can break the question down into more manageable parts.
c. Using “wait time”: one factor that can have powerful effects on student
participation is the amount of time a teacher pauses between asking a question
and doing something else. (Lynn, 2003).
After teachers were trained to allow three to five seconds of wait time the
following significant changes in their classrooms occured (from Rowe, 1974):
the number of students who failed to respond when calles on decreased, the
number of unsocilited but appropriate responses increased, the lenght of student
responses increased, the number of student statements where evidence was used
to make inferences increased, the number of responses from students identified
by teacher as less able increased, the number of student questions increased.
B. Speaking
1. Definition of Speaking
Speaking derived from word “speak” means to utter words or articulate
sounds with ordinary speech modulation; to convey thoughts, opinions, or
emotions orally, to express oneself, to be on speaking terms, etc. (The American
Heritage dictionary, 2000:1668). So, speaking is conveying the language to be
meaningful in speaking. Brown (1980: 8) states that teaching cannot be defined a
part from learning because it is guiding and facilities of learning, enabling the
learner to learn and setting the condition for learning.
2. Components of Speaking
According to Harris (1969:81), speaking is a skill requiring the
simultaneous use of member of different abbilities. There are five components in
speaking skill, they are:
a) Pronunciation
Way in which language is spoken.
b) Grammar
Rule for forming words and making sentence
c) Vocabulary
Total number of words that make up a language.
d) Fluency
It is quality or condition of person to speak a language easily and well.
e) Comprehension
For oral communication certainly requires a subject to responds to speech as
well as to initiate it.
To most people, mastering the art of speaking is the single most important
aspect of learning a second or foreign language, and success is measured in term
of ability to carry out a conversation in the language. (David Nunan, 1991:39)
Speaking is one aspect of the language that very important to be mastered. And
also one of the reach of studying a foreign language is people could speak
fluently. So by learning to speak English well, students gain a valuable skill which
can be useful in their lives and contribute to their community.
3. Elements of Speaking
The ability to speak fluently presupposes not only knowledge of language
features, but also the ability to process information and language „on the spot‟.
Based on Harmer (2001:269) there are two elements of speaking, they are:
1. Language Features
Among the elements necessary for spoken production (as opposed to
the production of practice examples in language drills, for example), are the
following:
a) Connected Speech : effective speakers of English need to be able not only
to produce the individual phonemes of English (as in saying I would have
gone) but also to use fluent „connected speech‟ (as I‟d‟ve gone). 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 by other
physical and non-verbal (paralinguistic) means how they are feeling
(especially in face-to-face interaction. The use of these devices contributes
to the ability to convey meanings. They allow the extra expression of
emotion and intensity. Students should be able to deploy at least some of
such suprasegmentally features and device in the same way if they are to
be fully effective communicators.
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. Where students are involved in specific speaking
context such as a job interview, we can prime them, in the same way with
certain useful phrase with they can produce at various stages of an
interaction.
d) Negotiation language: effective speaking benefits from the negotiator
language we use to seek clarification and to show the structure of what we
are saying.
2. Mental/ social Processing
If part of speaker‟s productive ability involves the knowledge of
language skills such as those discussed above, success is also dependent upon
the rapid processing skills that talking necessitates:
a) Language processing: effective speakers need to able to process language
in their own heads and put it into coherent order so that it comes out in
forms that are not only comprehensible, but also convey the meanings that
are intended.
b) Interacting 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, and a knowledge of how linguistically to take turns or allow others
to do so.
c) (On-the-spot) information processing: quite apart from our response to
others‟ feelings, we also need to be able to process the information they
tell us the moment we get it. The longer it takes for „the penny to drop‟ the
less effective we are instant communicators.
4. Types of Speaking
Speaking is one of the language skill that have to mastery by students in every
level. According to Brown, (2004: 141-142) there are five basic types of speaking
activity, they are:
a. Imitative
At one end of a continuum of types of speaking performance is the
ability to simply parrot back (imitative) a word or phrase or possibly a
sentence. While this is a purely phonetic level of oral production, a number of
prosodic, lexical, and grammatical properties of language may be included in
the criterion performance.
b. Intensive
A second type of speaking frequently employed in assessment contexts
is the production of short stretches of oral language designed to demonstrate
competence in narrow band of grammatical, phrasal, lexical, or phonological
relationships (such as prosodic elements-intonation, stress, rhythm, juncture).
The speaker must be aware of semantic properties in order to be able to
respond, but interaction with an interlocutor or test administrator is minimal at
best.
c. Responsive
Responsive assessment tasks include interaction and test
comprehension but at the somewhat limited level of very short conversation,
standard greeting and small talk, simple requests and comment, and the like.
The stimulus is almost always a spoken prompt (in order to preserve
authenticity), with perhaps only one or two follow-up questions or retorts.
d. Interactive
The difference between responsive and interactive speaking is in the
length and complexity of the interaction, which sometimes includes multiple
exchanges and/or multiple participants. Interaction can take the two forms of
transactional language, which has the purpose of exchanging specific
information, or interpersonal exchange, which have the purpose of
maintaining social relationship. In interpersonal exchange, oral production can
become pragmatically complex with the need to speak in casual register and
use colloquial language ellipsis, slang, humor, and other sociolinguistic
conventions.
e. Extensive (monologue)
Extensive oral production tasks include speeches, oral presentation,
and story-telling, during which the opportunity for oral interaction from
listeners is either highly limited (perhaps to nonverbal responses) or ruled out
together (Brown, 2004:141).
5. Indicators of Successful Speaking
To support the teaching learning process of speaking skill, the teachers must
know about the characteristics of students and also the characteristics of
successful speaking activity. If the teacher knows about the characteristics of each
student, the teacher can easily give the material to students. According to Underhil
(1987; 120), there are some characteristics of successful speaking activity:
a. Students talk a lot
As much as possible period of time allotted to the activity occupied by
students talk. This is obvious, but often most time is taken up with teacher
talks or pauses. It means the students must be active to speak with their friends
as mush as possible. It is very clear that the students are busy, but they seldom
spent their time to talk with their teacher.
b. Participation is even
Classroom discussion is not dominated by a monitory of talkative
participants: all get a chance to speak, and contributions are fairly evenly
distributed. It means that the classroom discussion is not dominated by one
participant only, but all of participants get a same chance to speak.
c. Motivation is high
Students are eager to speak: because they are interested in the topic and
have something new to say about it, or because they want to contribute to
achieve an objective task. It means that the students have high motivation to
speak English. By having a high motivation, the students will be interested in
learning English, especially in speaking. They often try to deliver their own
idea confidently.
d. Language is of an acceptable level
Students express themselves in utterances that are relevant, easily
comprehensible to each other, and of an acceptable level of language accuracy.
It means that they use the components of speaking which are relevant with the
acceptable level of language such as, pronunciation, grammar, fluency, and
comprehensible. So, the students often try to speaking English correctly in real
communication.
6. Teaching Speaking
In this modern era, English is one of the most important language in
Indonesia, since many job vacancies which should be mastered, both in orally and
written. Improving the speaking skills of students is difficult, but the added benefit
is building confidence in students for speaking skills and strategies.
Formulation what is meant by teaching speaking as follows (Nunan,
1991):
a. Produce the English speech sounds and sound patterns.
b. Use word and sentence stress, intonation patterns and the rhytm of the second
language.
c. Select appropriate words and sentences according to the proper social setting,
audience, situation and subject matter.
d. Organize their thoughts in a meaningful and logical sequence.
e. Use language as a means of expressing values and judgments.
f. Use the language quickly and confidently with few unnatural pauses, which is
called as fluency.
Speaking lessons often tie in pronunciation and grammar. Based on this
guide, the discussion can be done elsewhere. In addition, it necessary for effective
oral communication. Grammar or reading lesson may incorporate a speaking
activity. Either way, your students will need some preparation before the speaking
task. This includes introducing the topic and providing a model of the speech they
are to produce. As Flores say that speaking is “an interactive process of
constructing meaning that involves producing and receiving and processing
information‟ (Bayley dan Nunan, 2005:2). A model may not apply to discussion-
type activities, in which case students will need clear and specific instructions
about the task to be accomplished. Then the students will practice with the actual
speaking activity.
7. Rubric of Assessment of Speaking Ability
Rubrics are known as a popular tool used by teachers to communicate
expectations for an assignment, providing focused feedback on works in progress
and grading final products. (Stiggins, 2001). Rubrics identify complex, meaningful
tasks and allow for conistent judgements regarding the quality of student work. The
features of quality work of the students which are observed are what a rubric
defines (Arter and Chappuis: 2006). There are a rubric of grading for English
speaking test (Madsen,1983:169-170)
Table 2.1. Scoring Rubric of Speaking
ASPECT SCORE DETAILS
Fluency 16-20 Fluent communication
11-15 Good communication
6-10 Satisfactory
0-5 Communication minimal
Vocabulary 16-20 Wholly appropriate
11-15 Few limitation
6-10 Sometimes limited
0-5 Limitation affected the task
Grammar 16-20 No or few grammatical errors
11-15 Occasionally makes grammatical errors but
does not affect the meaning
6-10 Often make grammatical errors which affect
meaning
0-5 A lot of grammatical errors that impede
meaning and often rearranging sentences
Pronunciation 16-20 Clear pronunciation
11-15 Few inaccurate pronunciation
6-10 Inaccuracy of pronunciation do not seriously
impede understanding
0-5 Inaccuracy of pronunciation do not seriously
impede understanding
Understanding 16-20 The understanding of all without any difficulty
11-15 Understanding of almost everything, although
there is repetition in certain parts
6-10 Understanding most of what was said when
speaking slowed down somewhat although
there is repetition
0-5 Difficult to follow what was said
Table 2.2. Students’ Achievement
Criteria of Assessment Grade
90-100 Excellent
81-90 Very good
71-80 Good
61-70 Fair
51-60 Poor
Less than 50 Very poor
C. Teachers’ Questions Technique and Speaking Ability
The teachers‟ questions technique is defined as the nature of questions posed by the
teachers in class, as to whether these questions are higher order thinking questions
(HOT) that meet student‟ readiness and scaffold students‟ thinking processes or
otherwise.
In determining theoretical framework, the writer to think base on the problem of the
students in studying the English. In teaching and learning process, especially in English,
many problems and activities faced by the students and also the teachers. But, mostly the
success of the students in English learning should be determined by themselves. Beside
the students study English at the school, they should study hard at home again by
repeating what they are getting at the school from the teacher to recognize or memorize
the materials.
In other instance, the students often get failed in their learning cause of many
factors, such as feels strange to the materials, confuse and uninterested situation in
teaching learning process in the classroom. So, the teachers‟ duty is how to develop the
students‟ potential in studying English especially in speaking. Speaking is one of the
components of language that has function to express feeling, opinion, ideas, and
emotions. Through teachers‟ questions as one of the technique can facilitated the
teaching speaking, and it can be able to overcome the failure of students in learning.
Therefore, the writer thinks by investigating teachers‟ questions technique in teaching
and learning process will carry out the teaching and learning better, and the achievement
of students will be increased especially speaking ability.
CHAPTER III
METHODOLOGY OF RESEARCH
A. General situation of SMP N 3 Ampel
The research is located at SMP N 3 Ampel in Jl. Pantaran KM 5 Ampel, exactly in
Kembangsari village. Area of land owned is 6000 . The research was applied for the
students of second year students in this school. They are from various level of economic
families. The students have ability in English but most of them have difficulties in
speaking ability that it caused by lack of vocabulary, shy, and afraid of creating mistakes
which lead them to, use their mother tongue instead using English.
SMP N 3 Ampel was built in 1996 initiated by Department Head of subdistrict Ampel,
Mr. Rohadi, MM and this idea was supported by National Education Department. At the
first time, SMPN 3 Ampel only has two classes. The process of teaching and learning held
in the afternoon because they have to borrow an Elementary School‟s building in
Candisari. The teacher at that time are teacher from SMP N 1 Ampel, they are Mr.
Sarjono, Mr. Asman Indraji, Mr. Sunaryo, Mr. Yanto Hardoyo, and Mrs. Yani Purniasih as
a Head master. In 1998, a new building was built that located in Mulyosari, Kembang,
Ampel, Boyolali. Now SMP N 3 Ampel has 12 classes.
B. Subject of the Study
In this research, the writer chooses SMP N 3 Ampel as object as the study. The
population of the study are all of the second year students‟ of SMP N 3 Ampel, because
they are all members of the research subject. Population is all members of the research
subject (Suharsimi Arikunto,1996: 115). The total number of population are 143 which are
divided in four classes. According to Suharsimi Arikunto (1996) if the population is more
than 100 subjects, the research can take about 10-15% or 20-25% or more out of the
population. In her research, the writer took class VIII-D in SMP N 3 Ampel as the sample
of research. Sample is part of subject research. The sample must represent the population,
because the result of the research will be generated toward the entired population.
Representative sample will influence the validity to the result. This class is consist of 36
students. The students‟ list is presented in detail below:
Table 3.1
List of VIII-D Sudents SMP N 3 Ampel
No. Name Sex
1 Angga Budiyanto Male
2 Ana Rira Sri Lestari Female
3 Arif Darmawan Male
4 Arif Munandar Male
5 Arum Setyaningsih Female
6 Arum Widyaningsih Female
7 Ayu Ardani Female
8 Basuki Rohmad Male
9 Dewi Ageftina Female
10 Dwi Andriyanto Male
11 Haniatus Sholikhah Female
12 Daniel Andika Yoga P. Male
13 Heri Ludfiyanto Male
14 Ida Iisnaeni Setyorini Female
15 Ika Widiyanti Female
16 Ikhsanudin Male
17 Irfan Arifianto Male
18 Lilik Lestyo Male
19 Mikael Rio Febriyanto Male
20 Munafi‟ah Female
21 Murniyati Female
22 Nur Arifin Male
23 Nur Alif Satria Male
24 Nur Ismiyati Female
25 Nurul Anisa Female
26 Paskahani Susrahayu Female
27 Purwadi Male
28 Putri Yati Female
29 Rinti Khasanah Female
30 Sarwono Male
31 Siti Mudrikah Female
.
C. Methodology of Research
1. Kind of Research
The research is actions research. According to Elliot (1991: 24), actions research is
concerned with social practice, aimed towards improvement a cyclical process, pursued by
systematic enquiry, a reflective process, determined by the practitioners. Kemmis and Mc
Taggarrt (in Aqib, 2006 : 22) stated that actions research is series of reflective spirals
consisting of four components, there are planning, acting, observing, and reflecting. The
cycle is then moved to new and revised plan with action, observation, and further
reflection.
In this research the writer applies Classroom Action Reaserch is an action research,
which have spesific aim and correlation with class. According to Kemmis in Wiriaatmadja
(2008:12),
“Penelitian tindakan kelas adalah bentuk inkuiri reflektif yang dilakukan secara
kemitraan mengenai situasi sosial tertentu (termasuk pendidikan) untuk meningkatkan
rasionalitas dan keadilan dari a) kegiatan praktik sosial atau pendidikan mereka, b)
pemahaman mereka mengenai kegiatan-kegiatan praktik ini, dan c)situasi yang
memungkinkan terlaksananya kegiaatan praktik ini.”
“Action reaserch as a form of self-reflective enquiry undertaken by participants in
social (including educational) situations in order to improve the rationality and justice of
a) their own social or educational practices, b) their understanding of these practices, and
c) the situatuins (and institutions) in which practices arecarried out”
2. Components of Classroom Action Research
32 Siti Istikomah Female
33 Tri Istanto Male
34 Wahyu Harjanto Male
35 Wahyu Kurniawan Male
36 Yohana Dian Ambarwati Female
According to Arikunto (2006:3), there are three components in classroom action
research, they are:
a. Research
An activity to observe the object by use the ways and metodologies to get the
useful data or information to improve the quality of thing and that is necessary
for writer.
b. Action
A movement activity deriberately to action with spesific purpose, in the form
of activity cycle network for the student.
c. Classroom
A group of students, the got a lesson from the teacher in the same time.
From the explanation above the writer concludes that classroom action
research means monitoring toward teaching learning process in the form of an
action, which is deliberated on action and accur in the class. Action research deals
with social practice. Education is a social practice. In the most case, it involve the
direct interaction of teacher and groups of students. Classroom is complex areas
secondary schools are live of intergue and conspiracy. Trying to reach understanding
of issues concerned with teaching and learning, therefore implies getting to grips
with a work range of human issues such as the attitude of students, the politics
within departements and the ethos an environment of the institutions.
The aim of action research is to feed practical judgment in concrete situation,
and the validity of the theories or hypothesis it is not generate depend so much on
spesific test of truth as their usefulness in helping people to act more intelegently
and skillfully. In resent years action research has been applied to problem involving
curriculum development and in service education, particuly whitin the field of sefl –
avaliation (Arikunto,2006;57).
3. Characteristics of Classroom Action Research
Syamsudin and Damaianti (2007:197) outline the following characteristics of
the classroom action research:
a. It examines problem which are deemed problematic by writer in teaching
learning process.
b. The writer can give treatment which planned actions to solve the problem and
improve the quality, so the subject can get the implication.
c. The steps of the research in the form of cycle.
d. Such reflective thingking from writer both after and before research.
e. Contextual situation, which related to diagnosing and solving the problem
f. Classroom action research use collaborative approach.
g. Participatory, which each team member accompany in the research.
h. Self evaluative, which the reseacher evaluate by self continually to improve the
performance.
i. The procedure of the research is on- the- spot which designed to handle the real
problem in that area.
j. The result applied immediatelly, long – range in perspective, meansuring up to
supple and adaptive.
4. Principles of Classroom Action Research
According to Hopkins (1993;57-61) there are six principle of classroom action
research by teachers. Some of them are followed as:
a. The teacher‟s primary job is to teach. And any research method should not
interfere with or disrupt the teaching commitement.
b. The mothod of data collection must not be to demanding on the teachers time.
c. The metodology employed must be reliable enough to allow teachers to formulate
hypotheses convidently and develop strategies applicable to their classroom.
d. The research problem under taken by the teacher should be one to which he or she
is committed.
e. The need for teacher writers to pay close attention to the athical prosedures
surrounding the work.
f. That as far as possible classroom research should adopt a classroom axceeding
perspective. This is that all members of school community actively build and share
a common vision of their main purpose.
In accordance with the principles that classroom action research have to concentrated
with the matters of happened in the class. A class is one unity of the concerning element
and to reach the specific aim. The component from the class are the students, teachers,
which is teaching lesson item, medium of used, result of the study and the management
that conducted by head of the school. The object of the perceived in classroom action
research not have always when process of the study underway because class is not room,
but it is group of students (Arikunto, 2006:24).
According to Aqip (2006:18) classroom action research is one of the strategies way
for the teacher to improve the educational service which must be carried out in the
context of study in the class and improvement of the school program quality on the
whole. The aim of the classroom action research is to improve and to increase the
process of the study in the class to be carried out continuous. This aim is close
relationship with the teacher in fulfill their professional mission of educationally. Related
with components of the study, classroom are:
a. Innovation of the study
b. Development of the curriculum in the school and class level
c. Improvement of the teacher professionalism.
D. Technique of Collecting Data
In this classroom action research, the data is taken from:
1. Observation
Technical observation is watching and noting systematically toward phenomenon
that is visible on the object of observation (Margono in Tanzeh, 2009:58). The writer
plans this observation fixable and writes something that happens in the classroom. It
is used to know the situation of the teaching learning process and the use of technique
applied in learning process, namely Teachers‟ Questions Technique.
2. Documentation
Documentation is collecting data by looking or noting of report that is available
(Tanzeh, 2009:66). Documentation technique benefits in the collecting student‟s
grade as secondary data to know their advancement speaking ability, the condition of
teachers, students, staffs, and location of SMP N 3 Ampel.
3. Testing
Testing is a number measuring a person ability, knowledge, or performance in a
given domain (Brown, 2001:3). In this research the writer used oral pre test and post
test. Testing is used to measure the student‟ speaking ability after being taught by
using Tecachers‟ Questions Tehnique in teaching learning process. In the all pre test
and post test, the teacher gave three questions of five questions and the students have
to answer the orally and directly one by one. To economize the time, pre test and post
test were written in by sheet of questions and before students answer the questions
they have five minutes to learn them and they need approximately one minute to
answer the questions. When the students answer the questions, the teacher appraises.
E. Procedures of the Research
The reasercher pays attention much toward classroom action research recently,
because this research can offer new technique to fix and improve profesionalism of teacher
in leraning process by watching over the students condition. Classroom action research is
a reflective shape does by teacher self toward curriculum, school development, improves
achievement, and skill development, etc (Arikunto, Suhardjono, and Supardi, 2009:102).
In this classroom action research, the writer has two cyclus that consist of one
meeting in every cycle. The steps in this research have four stages in each cycle, they are:
1. Planning
The activities in the planning are:
a. Preparing materials, making lesson plan, and designing the steps in doing the action.
b. Preparing list of students‟ name and scoring.
c. Preparing teaching aids.
d. Preparing sheets for classroom observation (to know the situation of teaching
learning process when the technique is applied).
e. Preparing a test (to know whether students‟ speaking ability improved or not).
2. Action
a. Giving pre test
b. Teaching speaking by using Teachers‟ Questions Technique.
c. Application of Teachers‟ Questions Technique that applies activities consisting of
dividing group, discussion, and answer the question.
d. Giving chance to students to ask any dufficulties or problems.
e. Giving post test.
3. Observation
The writer does observation and notes all of case which happened during
observes that is needed carefully.
4. Reflection
A reflection is an effect to inspect what has or has not been done, what has or has
not yet resulted offer having an alternative action. The result is used to establish the
next steps of the research. In the other words, a reflection is the inspection effort on
the success or the failure in reaching the temporary purposes in order to determine the
alternative steps that are probably made to get the final goals of the research
(Hopkins, 1993:48). The writer‟ s reflection is done by discussing with her
collaborator involved in analyzing the result of observation, identification of the
problem and find out the alternative decision of problem solving. Then the next cycle
can be decided or designed.
Figure 3.1
Procedure of Classroom Action Research
1. Planning 1. Plannning
4.Reflection 2. Action 4. Reflection 2. Action
3. Observation 3.Observation
F. Technique of Data Analysis
After collecting the data, the writer will calculate the mean of the students‟ score. This
method is used to know the students‟ score in speaking in each cycle. To analyze the data
of the research, the writer uses these formulas, they are:
1. Mean score
Cycle I
Cycle II
M =
Explanation:
M = the mean of obtained
Σx = the sum of test
N = the number of group
2. SD (Standard Deviation)
To find out the deviation standard, the writer uses a formula:
SD = √
Explanation:
SD = standard deviation
D = difference between pre-test and post test
N = the number of sample
3. T-Test
After calculating the SD, the writer doing test to know is there any significant
differences or not between pre-test and post-test,
T
1N
SD
N
D
D
Explanation:
T = T-test for the differences of pre-test and post-test
SD = Deviation Standard for one sample T-test
∑D = Different between pre-test and post-test
N = Number of observation in sample
4. Percentage score
Standarized minimum score in SMP N 3 Ampel is 70. If students have low mark from
the standarized, they will be assumed that they have not passed. While students who
pass the standarized are students who have equal mark or good mark.
≥ 70 = pass the oral test.
≤ 70 = fail the oral test.
The formula is:
P=
x 100%
Explanation:
P = percentage of students‟ score
F = total of students who pass the KKM (the minimum ofpassing criteria)
N = number of observation in sample
CHAPTER IV
IMPLEMENTATION OF THE RESEARCH
In this research implementation, the writer as the writer in SMP N 3 Ampel has
arranged two cycles. In each cycle the steps consist of: planning, acting, observing, and
reflecting.
A. Cycle 1
1. Planning
The activities that are prepared:
a. Preparing materials, making lesson-plan, and designing the steps in doing the
action.
b. Preparing list of the students: name and scoring.
c. Preparing teaching- purpose.
d. Preparing sheets for classroom observation (to know the situation of teaching-
learning process when the technique applied).
e. Preparing a test (to know whether students‟ speaking will improve or not)
2. Implementation Action
On Thursday morning, February, 04th 2016 at 09.30 a.m the English teacher of SMP
N 3 Ampel, the writer and the observer entered the English class in VIII-D class. Then,
they stood up in front of the class. The English teacher looked at all of students, then he
conditioned the class and wait the students until they were ready to get lesson. Next, the
English teacher introduced the writer and the observer, and he explained that D class
will be taught by the writer for several meetings. After that, the English teacher gave
the time to the writer and left the class. The writer put the class and start.
Teacher : “Assalamu’alaikum wr.wb”
Students : Wa’alaikumsalam wr.wb”
Teacher : “Good morning students?”
Students : “Good morning miss...”
Teacher : “How are you today?”
Students : “I‟m fine, thank you? And you?”
Teacher : “I‟m very well thank you. Tadi sudah kenalan ya dengan saya dan
teman saya, kalian boleh memanggil kami Miss Fila dan Miss Asri
(you were know who am I and my friend, you can call us Miss Fila
and Miss Asri).”
Students : “Ok miss...”
Teacher : “Well class..., who is absent today?”
Students : “No one miss.”
Teacher : “Ok... Class, let‟s start our meeting by saying Basmalah together.”
Students : “(together) Bismillahirrahmaanirrahim.
Teacher : “Know our matherial is invitation, and when I teach you here I will
use teachers‟ questions technique for you to mastery our lesson. Ok?!”
Student : “Ok miss, tapi miss teachers’ questions technique itu apa ya? (but
miss what is teachers‟ questions technique mean?)”
Teacher : “Owh ya, teachers’ questions technique itu adalah sebuah teknik
untuk mengasah kemampuan kalian dalam berbahasa Ingrris, nanti
kita akan belajar dengan menggunakannya. (teachers‟ questions
technique is a way in research to improve your speaking ability, and
you will leran more later) Are you ready now?”
Students : “All right miss, yes we are ready..!”
Teacher : “Ok class..., before we study invitation perfectly, I will ask you who
know what the meaning of invitation? Please rise you hand.”
Student : “saya miss, invitation itu artinya undangan (please me miss,
invitation undangan).”
Teacher : “Ok good, what‟s your name?”
Wahyu : “My name is Wahyu miss. Saya kan murid miss Fila di SD dulu,
masa lupa miss? (I‟m your student in elementary school miss, do you
forget me miss?)”
Teacher : “Upss.... I‟m sorry Wahyu, kamu duduk di belakang saya tidak bisa
melihatmu (you shit down over there and I can‟t see you well). Owh
ya, your friend also here, that are Paskahani and Hani, right?”
Wahyu : “Yes miss... we are here.”
Teacher : “Ok.... We continue our lesson. Now, who knows what is the kind of
invitation? Tell me please mas Arif? (asking a student namely Arif to
answer).”
Arif : “Tapi kalau salah jangan diketawain ya miss, mungkin jenisnya ijoan
dan surat uleman ya miss? (but if I‟m wrong don‟t laugh miss, the kind
of invitation is direct and indirect miss).”
Teacher : “You are right mas Arif, invitation means undangan. And the kind is
direct and indirect. Now, please mbak Putri tell me the example of
invitation?”
Putri : “The example of invitation when there a wedding, or birthday party
miss.”
Teacher : “Good, and what else guys? Please specificly the example of direct
and indirect invitaion. C‟mon mas Ikhsanudin.”
Ikhsanudin : “Hehe... Apa ya miss, kalau biasanya yang undangan kertas itu pas
nikahan ya miss, kalau yang ijoan malah kalau ada tahlilan miss
(usually indirect invitation/ card when there is a wedding party, and the
direct is when there a tahlilan miss?).”
Then the class became crowd, because students laughing together the answer of
Ikhsan about tahlilan.
Teacher : “Ok class... Silent please. Ikhsanudin was right. Thank you Ikhsan for
your answer.”
Next, the teacher explained more detail about the meaning of invitation. She tell
to the students the definition of invitation, the kind of invitation and give them the
example about it one by one. Only few students asked to the teacher if they not
understand yet. When the teacher write down about matherial on the whiteboard the
students also wrote on the book. After finished to write down, the teacher ask to
students to made some example the direct invitation. She directly asking some students
to make an invitation according to the explanation.
Teacher : “Ok class... understand so far?”
Students : “Yes miss...”
Teacher : “Ok... Please Hani make an invitation about anything.”
Hani : “Yes miss... I‟ll try. “would you like to come to my birthday party
miss?” gitu boleh miss? (if like that miss?).”
Teacher : “Yeah... That‟s good Hani. Thank you? And guys if we accepting we
say what?”
Students : (together) “Sure/ certainly/ ok! I‟ll be there/ I would come. Thank
you.”
Teacher :”Then... Who else will try make the invitation?”
Daniel : “Please me miss? saya nyoba ya miss? salah nggak apa-apa kan?
“why don‟t we study together this morning?” (I‟ll try miss, but if I‟m
wrong it doesn‟t matter, right?)”
Teacher : “Iya nggak apa-apa Daniel, itu sudah bagus lho. Jangan takut salah
kalau belum mencoba. Itu tadi dari Daniel, coba kalau undangannya
Daniel ditolak gimana jawabnya? (it‟s ok Daniel... It was good. Don‟t
be afraid if you not try yet. That is from Daniel, now.. How the
respond if we refuse that invitation?)”
Students : “Sorry I can‟t/ I would come but I have cough.”
Teacher : “That‟s good class.. If we accepting always say “thank you” and if we
refusing we say “sorry”. Understand so far?”
Students : (together) “Yes miss..., understand.”
Next, the teacher ask the students to make some direct invitation and give the
respond, and they should come in front of the class to perform. The teacher ask every
students must have couple, and giving asking and responding about the invitation.
Teacher : “Well... class, have you finished to make the example?”
Students : “Yes miss/ not yet miss..”
Teacher : “Ok... Please, who were finish come in front of class with your friend
and the other please listen. I will call mbak Yohana and friend, c‟mon.”
Yohana : “Saya miss, yang lain dulu aja ya? (me?? Please the other miss?)”
Teacher : “No, you both mbak. Please come here.”
Then Yohana and friend come in front of class and perform about direct
invitation. After Yohana and friend, the teacher asking some students to join in front of
class to perform their work. The students present their result and the teacher facilitates
the students during the presentation and helps the students to understand the material.
Teacher : “Give applause to us.. All of you are the best students. Ok... class, I
think enough for today, we has studied about invitation by teachers‟
questions technique and we had practiced, next meeting we still learn
about same material and you have homework on page 24-25. Well...
Class, any question so far?”
Students : “Ok miss..., nothing question miss.”
Teacher : “If nothing question, we close our meeting today by reciting
Hamdallah together, thanks for your attention, Wassalamu’alaikum
wr.wb...”
Students : (together) “Alhamdulillahhirobbil’alamiin..., Wassalamu’alaikum wr.
Wb”
3. Observation
In the first cycle, the resercher and her collaborator observed teaching learning
process by monitoring the students‟ activities and attention during the action, we can
see that most of students were enthusiastic in the taching learning process. It causes the
using teachers‟ questions teachnique make the students speak up even in English or
more in Bahasa, but there were some students who had a little difficulty to answer the
question from the teacher because they lack of vocabulary. So, they used Bahasa when
they answer each question. When students present their result in front of class, they
still did not have convidence. Beside that, some of them had cracked joke too much, it
made the students were shy to speak up and afraid if they would do mistake in their
pronunciation. Most of them were also poor in grammar. In the other hand, some
students had not understand to the method because they did nit pay attention when the
teacher gave guidance.
Table 4.1
Students’ Observation Sheet I
No
Name
Object
Note Pay
attention
Activeness
in asking
question
Activeness
in
responding
Enthusiasm
in doing
test
1 Angga
Budiyanto
V
2 Ana Rira Sri
Lestari
V V
3 Arif
Darmawan
V
4 Arif Munandar V
5 Arum
Setyaningsih
V V
6 Arum
Widyaningsih
V V
7 Ayu Ardani V V
8 Basuki
Rohmad
9 Dewi Ageftina V
10 Dwi
Andriyanto
V
11 Haniatus
Sholikhah
V V
12 Daniel Andika
Yoga P.
V V
13 Heri
Ludfiyanto
V
14 Ida Iisnaeni
Setyorini
V
15 Ika Widiyanti V
16 Ikhsanudin V V
17 Irfan Arifianto V
18 Lilik Lestyo V
19 Mikael Rio
Febriyanto
V V
20 Munafi‟ah V
21 Murniyati V
22 Nur Arifin V
23 Nur Alif Satria V V
24 Nur Ismiyati V
25 Nurul Anisa V
26 Paskahani
Susrahayu
V V
27 Purwadi V V
28 Putri Yati V
29 Rinti
Khasanah
V V
30 Sarwono V V
31 Siti Mudrikah V
32 Siti Istikomah V
33 Tri Istanto V
34 Wahyu
Harjanto
V V
35 Wahyu
Kurniawan
V
36 Yohana Dian
Ambarwati
V
4. Score of Speaking
Table 4.2
Score of pre-test and post test cycle I
No. Name of students Pre-test
I
(X)
Post-
test I
(Y)
Post-
Pre
(D)
1 Angga Budiyanto 60 60 0 0
2 Ana Rira Sri Lestari 65 68 3 9
3 Arif Darmawan 65 70 5 25
4 Arif Munandar 60 68 8 64
5 Arum Setyaningsih 65 67 2 4
6 Arum Widyaningsih 65 68 3 9
7 Ayu Ardani 70 74 4 16
8 Basuki Rohmad 63 66 3 9
9 Dewi Ageftina 73 77 4 16
10 Dwi Andriyanto 59 65 6 36
11 Haniatus Sholikhah 68 70 2 4
12 Daniel Andika Yoga P. 70 75 5 25
13 Heri Ludfiyanto 65 70 5 25
14 Ida Iisnaeni Setyorini 60 64 4 16
15 Ika Widiyanti 63 68 5 25
16 Ikhsanudin 75 79 4 16
17 Irfan Arifianto 60 69 9 81
18 Lilik Lestyo 58 64 8 64
19 Mikael Rio Febriyanto 70 75 5 25
20 Munafi‟ah 65 70 5 25
21 Murniyati 68 72 4 16
22 Nur Arifin 60 68 8 64
23 Nur Alif Satria 65 75 10 100
24 Nur Ismiyati 70 76 6 36
25 Nurul Anisa 68 70 2 4
26 Paskahani Susrahayu 78 81 3 9
27 Purwadi 70 74 4 16
28 Putri Yati 68 70 2 4
29 Rinti Khasanah 78 80 2 4
30 Sarwono 68 72 4 16
31 Siti Mudrikah 60 68 8 64
32 Siti Istikomah 65 70 5 25
33 Tri Istanto 60 68 8 64
34 Wahyu Harjanto 75 80 5 25
35 Wahyu Kurniawan 57 69 12 144
36 Yohana Dian Ambarwati 65 68 3 9
TOTAL 2374 2548 176 1094
a.) Mean of pre-test I
Mx =
Mx =
Mx = 65,94
b.) Mean of post-test I
My =
My =
My = 70,77
c.) Standard Deviation (SD)
From the data above, the teacher calculate SD pre test and post test:
SD = √
= √
=√
= √
= 2,56
d.) T- test calculation
T
1N
SD
N
D
D
T =
136
56,2
36
176
T =
35
56,2
88,4
T =
91,5
56,2
88,4
T =
T = 11,34
T-Test is 11,34
e.) Interpretation
1. Calculating of DF (Degree of freedom)
Degree of freedom (DF) = (N – 1 )
= 36 – 1
= 35
2. Approving the T-Table distribution
With degree of freedom is 35, the value of T-Table with the degree of
significant 5% is 2,030.
3. Comparing T-Test with T-Table
T-Test = 11,34 therefore to is greater than T-Table with the level of the
degree of significant 5%.
4. Conclusion
If arithmetic T-Test is greater than T-Table, the null hypothesis is rejected.
a. Ho (null hypothesis) = there is no significant influence between pre-test and
post-test.
b. T-Table with N= 35 is 2,030, while arithmetic T-Test is 11,34.
c. T-Table < T-Test = 2,030 < 11,34.
It shows that Ho is rejected. So, there is a significant influence between pre-
test and post-test in cycle I with level significant 5% T-Table is 2,030. It means
that the use of teachers‟ questions technique can help the students to improve their
ability in speaking English.
The improvement is also can be calculated in percentage by calculating
students‟ pre-test and post test score. The calculation can be shown below:
P =
x 100%
P =
x 100%
P =
x 100%
P = 3.53 %
The calculation which shows the class percentage of students who pass the KKM
(the minimum of passing criteria) is:
P =
x 100%
P =
x 100%
P = 55,55%
It means there were 55.55% of students‟ who pass the standardized score (the
minimum of passing criteria). Only 20 students who pass the KKM. It indicates that
the successful of cycle I should be improved. Finally, the writer did the second cycle
so that 80% students were able to pass the KKM.
5. Reflection
After analyzing the result of the first meeting, There were 55.55% students who
passed the KKM (the minimum of passing criteria). The writer and observer concluded
that in the first cycle the mean of post test was higher than pre test. In this meeting,
most of students felt bored with a method that usually used by the English teacher in
the classroom. The teacher had to be more creative to provide materials. It was an effort
to make the students to be more interested and active to speak English with confidence.
The result of post test showed that the students‟ speaking ability were good enough.
The result of pre test was 65,94, meanwhile in post test was 70,77. It was very
important for the reseacher to continue the next cycle, to imprve the students‟ speaking
ability with the same technique namely “teachers‟ questions”. In the second meeting,
the writer hoped the students were more active to share their ideas to the class and
speak confidentally with friends.
B. Cycle 2
1. Planning
The teacher was:
a. Preparing the materials, making lesson-plan, and designing the steps in doing the
action.
b. Preparing list of students‟ name and scoring.
c. Determining teaching aids ( e.g board marker, digital camera, laptop)
d. Preparing sheet of classroom observation
e. Determining test (pre-test and post-test).
2. The implementation Action
On Tuesday, February, 9th 2016 at 07.35 a.m the writer and observer Asri
Ristiyani entered the class by greeting and asking students‟ condition. She continued
the lesson with the same material but different theme. In the second meeting, the
writer explained about teachers‟ questions technique more detail in order to make sure
that students have a fully understanding about it. Before the learning process began
the teacher gave stimulus for students to speak up.
Teacher : “Assalamu”alaikum Wr.Wb...”
Students : “Wa”alaikumsalam Wr.Wb...”
Teacher : “Good morning students?”
Students : “Good morning miss..”.
Teacher : “How are you today?”
Students : “I‟m fine thank you, and you?”
Teacher : “I‟m pretty well thank you. Ok, let‟s start our meeting today by
saying Basmallah all together and continue by singing Indonesia Raya
together.”
Students : (together) “Bismillahirrahmaanirrahim.. Indonesia tanah airku,
tanah tumpah darahku............... (sing the song)”
Teacher : “Who is absent today?”
Students : “nihil miss, semua masuk (the students are all here miss).”
Teacher : “Before we continue to our lesson, let me ask you about what have
we learn last week?”
Students : “Tentang undangan miss, secara tak langsung dan secara langsung
(we learn about invitation, in the direct and indirect miss)”.
Teacher : “So.., what is the example of each?”
Rinti : “Yang direct contohnya kalau undangan untuk orang yang lebih
dihormati ya miss, contohnya bisa undangan pernikahan atau tahlilan.
(the example of direct is when we invite someone who was respected,
for example wedding invitation or tahlilan miss)”
Teacher : “Good answer Rinti, anyone else?”
Nur Alif : “The example of indirect is by card miss.”
Teacher :“Well... Very good Nur. Here I want to show you a simple dialogue
about invitation, how to respond and refuse it. Attention please and
listen carefully.”
Then teacher give the students some simple dialogue to remind the last material.
Teacher :“Do you understand the conversation guys?”
Students : “Yes miss...”
Teacher : “What are they talking about?”
Students : “tentang undangan untuk pergi bersama ya bu? (About invitation to
go together miss)”
Teacher : “That‟s right. Ok... Now I will give you a pre test and please practice
a simple dialogue with your partner about the invitation and the topic is
free. You have 10 minutes.”
Students : “Yes, miss...”
When a pre test has done, the teacher explained the card invitation and gave some
comments about it.
Teacher : “Are you ready to the next topic students? We will use the teachers‟
questions technique”
Students : “Siap miss..., tapi jangan yang susah susah ya miss, jelasin sekali
lagi miss gimana tekniknya kurang paham e miss. (I am ready miss,
but take the easy one mom and please explain one more time about that
technique).”
Teacher started to explain about the technique by using English and Bahasa untill
the students understand how to apply it.
Teacher : “Well..., students, the technique is easy right?”
Wahyu H : “Of course miss..., we want answer by using English miss, we will
try.”
Teacher : “Good job Wahyu, I will appreciate who want using English even just
simple sentence.”
Arum : “Miss, kalau belum bisa pakai bahasa Indonesia boleh kan? (Miss, if
we have difficulties, we use Bahasa more than English is it ok?)”
Teacher : “Usahakan pakai Bahasa Inggris ya, biar nanti jadi terbiasa juga.
Kalau ada kosakata sulit boleh ditanyakan. (Try to use English, it
makes you accustomed in speaking. If any difficult vocabulary you can
ask me).”
Next, the teacher showed the power point about the example of invitation card.
Teacher : “Well..., if you all have understand about the technique, let‟s begin
our discussion about the next page. Please prepare your group well and
share your ideas, find as much as possible the information based on the
material and listen carefully to my instruction yet. Do not move if I
have not given an instruction. Remember students! Try to use English
do not be worry to make a mistake or error when you speak, just take it
easy and trust yourself that you can do it. Have fun!”
After the students have been finished their work, the teacher ordered them to
report and share to what they had about the invitation and their thought in front of
class. When a group finished perform the teacher asked to the other students about the
main of text, many students answer well by using English. After all done, the teacher
asked the students about the difficulties in the materials and took a conclusion of the
topic in the end of teaching learning process.
Teacher : “Do you feel enjoy with this Technique? Do you feel relax and
confident when you speak with other? Or maybe you feel afraid when
you speak up”
Students : “Ya miss..., kelas jadi rame sahut-sahutan mau jawab, mau
praktikkan bahasa Inggris kami miss. (Yes miss, the class become
noisy to answer your questions, it cause we want to practice ur English
ability miss).”
Teacher : “Great students..., you have to be confident when you speak, do not
be afraid to do an errors because though that mistakes we can learn
more and better. Just trust on yourself you can speak English well. Do
not forget to always practice your skill in speaking on your daily life
litle by litle.”
Students : “Siap laksanakan miss!! (Yes of course mom!).”
Teacher : “Ok students..., the class is up, so give applause for us, I will be so
glad because we can learn together and share each other‟s. Thank you
so much for your participations, your activeness and your attentions.
Let‟s close our meeting today by saying Hamdallah together.”
Students :Ok miss..You are welcome. Alhamdulillahirabbilalamiin”.
Teacher : “Nice to meet you all and see you again...”
Students : “See you miss...”
Teacher : “Wassalmualaikum Wr.Wb.”
Students : “Wa’alaikumsalam Wr,Wb...”
3. Observation
In cycle II, most of the students were more active in the learning process because
they had already understand how to apply teachers‟ questions technique. They
practiced the dialog with confidence and they did not afraid to make mistakes because
the writer said to the students that mistakes were a process of learning. The students
became enjoy with lesson without shy to ask something if they found a difficulties. It
was meant that the technique given by the writer was successfully improve students‟
speaking ability.
Table 4.3
Students’ Observation Sheet II
No
Name
Object
Note
Pay
attention
Activeness
in asking
question
Activeness
in
responding
Enthusiasm
in doing
test
1 Angga Budiyanto
V V
2 Ana Rira Sri
Lestari
V V
3 Arif Darmawan V V
4 Arif Munandar V V
5 Arum Setyaningsih V V
6 Arum
Widyaningsih
V V
7 Ayu Ardani V V
8 Basuki Rohmad V V
9 Dewi Ageftina V
10 Dwi Andriyanto V
11 Haniatus
Sholikhah
V V V
12 Daniel Andika
Yoga P.
V V V
13 Heri Ludfiyanto V
14 Ida Iisnaeni
Setyorini
V V
15 Ika Widiyanti V V
16 Ikhsanudin V V V
17 Irfan Arifianto V V
18 Lilik Lestyo V V
19 Mikael Rio
Febriyanto
V V V
20 Munafi‟ah V V
21 Murniyati V V
22 Nur Arifin V V
23 Nur Alif Satria V V
24 Nur Ismiyati V V
25 Nurul Anisa V
26 Paskahani
Susrahayu
V V V
27 Purwadi V V
28 Putri Yati V V
29 Rinti Khasanah V V V
30 Sarwono V V
31 Siti Mudrikah V V
32 Siti Istikomah V
33 Tri Istanto V V
34 Wahyu Harjanto V V V
35 Wahyu Kurniawan V V
36 Yohana Dian
Ambarwati
V V
4. Score of Speaking
Table 4.4
Score of pre-test and post test cycle II
No. Name of students Pre-test
II
(X)
Post-
test II
(Y)
Post-
Pre
(D)
1 Angga Budiyanto 62 68 4 16
2 Ana Rira Sri Lestari 68 75 7 49
3 Arif Darmawan 70 75 5 25
4 Arif Munandar 64 68 4 16
5 Arum Setyaningsih 67 74 7 49
6 Arum Widyaningsih 70 76 6 36
7 Ayu Ardani 74 74 0 0
8 Basuki Rohmad 65 68 3 9
9 Dewi Ageftina 75 80 5 25
10 Dwi Andriyanto 64 72 8 64
11 Haniatus Sholikhah 70 77 7 49
12 Daniel Andika Yoga P. 74 80 6 36
13 Heri Ludfiyanto 70 77 7 49
14 Ida Isnaeni Setyorini 68 74 6 36
15 Ika Widiyanti 67 75 8 64
16 Ikhsanudin 78 81 3 9
17 Irfan Arifianto 65 69 6 36
18 Lilik Lestyo 68 68 0 0
19 Mikael Rio Febriyanto 78 80 2 4
20 Munafi‟ah 72 76 4 16
21 Murniyati 76 76 0 0
22 Nur Arifin 66 68 2 4
23 Nur Alif Satria 73 78 5 25
24 Nur Ismiyati 76 76 0 0
25 Nurul Anisa 72 75 3 9
26 Paskahani Susrahayu 80 84 4 16
27 Purwadi 73 76 3 9
28 Putri Yati 72 75 3 9
29 Rinti Khasanah 80 85 5 25
30 Sarwono 72 74 2 4
31 Siti Mudrikah 70 74 4 16
32 Siti Istikomah 68 75 7 49
33 Tri Istanto 66 70 4 16
34 Wahyu Harjanto 79 84 5 25
35 Wahyu Kurniawan 65 72 7 49
36 Yohana Dian Ambarwati 73 78 5 25
TOTAL 2550 2707 155 884
a.) Mean of pre test II
Mx =
Mx =
Mx = 70,83
b.) Mean of post test II
My =
My =
My = 75,19
c.) SD of post test and pre test
From the data above, the teacher calculates SD pre test and post tes:
SD
22
N
D
N
D
2
36
155
36
884
= √
= √
= 2,46
d.) T-Test calculation
T
1N
SD
N
D
D
T
136
46,2
36
155
T =
35
46,2
30.4
T =
91,5
46,2
30.4
T = 41,0
30.4
T = 10,48
T-Test calculation is 10,48
e.) Interpretation
1. Calculating DF
Degree of freedom (DF) = (N – 1)
= 36 – 1
= 35
2. Approving the T-Table distribution
With degree of freedom is 35, the value of T-Table with the degree of
significant 5% is 2,030.
3. Comparing T-Test with T-Table
T-Test is 10,48 therefore to is greater than T-Table with level of the
degree of significant 5%.
4. Conclusion
If arithmetic T-Test is greater than T-Table, the null hypothesis is
rejected.
a. Ho (null hypothesis) = there is no significant influence between pre test and
post test.
b. T-Table with N= 35 is 2.030, while arithmetic T-Test is 10,48.
c. T-Table < T-Test = 2,030 < 10,48
It shows that Ho is rejected. So, there is a significant influence between
pre-test and post-test in cycle II with level significant 5%, T-Table = 2.030. It
means that the use of teachers‟ questions technique can help the students to
improve their speaking ability.
The improvement is also can be calculated in percentage by calculating
students‟ pre-test and post-test score. The calculation can be shown below:
P =
x 100%
P =
x 100%
P =
x 100%
P = 2,98 %
The calculation which shows the class percentage of students who pass
the KKM (the minimum of passing criteria) is:
P=
x 100%
P=
x 100%
P= 83,33%
It means that 83.33% students pass the KKM. There were 30 students
who passed the KKM. Meanwhile, 6 students did not pass the KKM. It
concluded that the improvement of students‟ speaking ability was better than
cycle I.
5. Reflection
In previous cycle, the result of post-test I shows 55,55% students can pass the
standarize score. While in the pos-test II 83,33% students can pass the standarize score.
The writer concluded that there was an improvement of students‟ speaking ability
through teachers‟ questions technique. It was proved by the result of score in cycle II.
From the result of cycle I and II, the implementation of teachers‟ questions technique
improve the students‟ speaking ability. Therefore, the more students feel interest, the
more students gain ability to speak in English
C. Description of Speaking Mastery Improvement
1. Analysis
From the result of analysis in cycle 1 and 2, the teacher will analysis the
improvement of students‟ speaking ability in every cycle as follows:
Table 4.5
Students’ Mean Score in Percentage
Category Cycle 1 Cycle 2
≤70 44,45% 16,67%
≥70 55,55% 83,33%
Table 4.6
Mean of Students’ Scores
No Analyze Cycle I Cycle II
1. Mean Pre-test
Post-test
65,94
70,77
70,83
75,19
2. T-Table N= 36 2.030 2.030
3. T- Test calculation 11,34 10,48
There were 83,33% students pass the KKM (the minimum of passing criteria) and
16,76% students who do not pass on it. The score of pre-test cycle II is 70,83 which is
higher than pre-test of cycle I, i.e. 65,94. Meanwhile, the score of post-test cycle II is
75,19 which is higher than post-test cycle I, i.e. 70,77. In addition, the students seem to
be more enthusiastic and interest to speak English in the class. It is caused by the
implementation of teachers‟ questions technique, the technique stimulates the
atmosphere in the class and make it not too formal so the students free to speak and
enjoy the speaking activity.
2. Discussion
Teachers‟ questions is one of the technique which the students have to answer
all of the questions from the teacher. They must speak English actively even they feel
difficult when they try to speak. From this technique the students can express their
ideas obviously.
Related to the research finding in the theoretical framework, teachers‟ questions
technique encourages students to think and focus on the content of the lesson.
Eventhough teachers‟ questions have different functions, including focusing attention
or exercising disciplinary control to students, it is effective to make the students‟
participations. It also enable teachers to check the students understanding about the
lesson. Teachers‟ questions give the students opportunities to ask and answer by their
opinions (Richard and Lockhart, 2000). By using this technique, the students have
sense of curiosity, so they will develop their thinking skills. It will stimulate discussion
in teaching learning process and show concern over the idea and students‟ apply as
subjects of education.
The use of teachers‟ questions technique helps students to increase their
speaking ability. It can be concluded that most of students have a great motivation and
active in learning speaking speaking teachers‟ questions was applied. The technique
helps the students to decrease their anxiety to speak in English. The students are able to
express their idea and opinion during the implementation of classroom action research
by using the technique. They are more confident, more enjoyable, and more active in
the class.
CHAPTER V
CLOSURE
A. Conclusion
Based on the theoretical review and the implementation of study, the writer can draw
the conclusion of this graduating paper as follows:
1. Procedures of implementation of teachers‟ questions technique can be described are as
follows: preparing lesson plan, make the students in couple with their classmate,
dividing students into small group, discussing the material, asking students to come in
front of class to explains their result, concluding the conclusion from the material that
has been discussed.
2. According to the teaching and learning process, the accomplishment of using teachers‟
questions technique, students can improve their speaking English actively eventhough
they still produce ungrammatical utterances. At the first cycle, the mean of post-test
(70,77) is higher than pre-test (65,94). In the second cycle,the mean of post-test
(75,19) also higher than pre-test (70,83). It means that there is significant difference
mean between pre-test and post-test. This indicates that teachers‟ questions technique
can improve the students‟ speaking ability of the second year students of SMP N 3
Ampel in the academic year 2015/2016.
3. The extent of using teachers‟ questions technique can be proved by t-test calculation.
T-test is formula to know the significant differences between pre-test and post-test.
The result of the t-calculation in first cycle is bigger than t-table that is 11,34 and from
t-table 2,030. The t-calculation in second cycle is 10,48 that higher than 2,030 from t-
table. Also the increasing students‟ mean score in percentage from cycle I to cycle II
with the standardized score (the minimum of passing criteria) is 70. At the cycle I is
55,55% students and 83,33 % in the cycle II. The increasing of score in percentage
from cycle I to cycle II is 27,78%. This indicates that by performing the classroom
action reaserch by using the teachers‟ questions technique provide significant
contribution in improving the students speaking ability.
B. Suggestions
Based on the result of the study and conclusion that regarding to teach speaking by
using teachers‟ questions technique is effective and enjoyable, the writer would like to
suggest as follows:
1. To the teacher
The teacher should be selective to choose the method or technique in teaching
learning process. They have to put in self as controller, facilitator, and guide all
students who need help when they face the problem of learning in speaking. They have
to give opportunity to the students to express their ideas. They always must appreciate
the students‟ opinion even that is right or wrong and not allowed to kill their opinion.
2. To the students
The students should take part actively in learning process, so not shy and afraid to
mke a mistake in the grammar or pronunciation. They should be accustomed to speak
English to the teacher or their friends to improve their skill. They also must pay
attention, quite, and seroiusly in teaching learning process.
3. To the other writer
Based on the result that Teachers‟ questions technique can improve the students‟
speaking ability, the writer suggests to the other writer to implement this technique in
teaching speaking. Furthermore, the result can be used as the reference for further
research in another topic discussion, in different English language abilities by the
deeper investigation. It may also useful to have research with different students‟
condition like students‟ motivation interest.
REFERENCES
Arikunto, Suharsimi. 1993. Prosedur Penelitian: Suatu Pendekatan Praktik. Jkarta: Rineka
Cipta.
Bailey, Kathelen M. & David Nunan. 2005. Practical English Language Teaching Speaking.
New York: Mc. Graw Hill.
Brown, H.Douglas. 2004. Language Assessment Principle and Classroom Practice. New
York: Pearson Education.
Bull, Victoria. 2008. Oxford Learner’s Pocket Dictionary. Oxford: oxford University Press.
Chafe, Wallace. 1994. Discourse, Conciousness, and Time “The Flow and Displacement of
Concious Experience in Speaking and Writing”. Chicago: The University of Chicago
Press.
Dawes, Lyn. 2011. Creating A Speaking and Listening Classroom. New York: Routledge.
Elliot, John. 1992. Action Research for Educational Change. Philadelphia: Open University
Press.
Galbraith, Michael W. 2004. Adult Learning. Methods: A Guide for Effective Instruction.
Malabar, Florida: Krieger Publishing Company.
Hare, Victoria Chou and Cynthia A. Pulliam. 1980. Jurnal of Literacy Research. Accesed on
07 December 2015. http://jlr.sagepub.com/content/12/1/16.
Harmer, Jeremy. 1993. The Practice of English Teaching. London: Longman
Harmer, Jeremy. 1998. How to Teach English. England: Pearson Education Limited.
Edinburgh Gate.
Lewis,Ph.D, Karron G._. Improving Specific Teaching Techniques: Developing Questioning
Skills. Texas: The University of Texas. Accessed on 07 December 2015.
http://www.devel-question-skills-UTx.
Mayberry, Sally C. & Lynn Hartle. 2003. The successful Teacher’s Guide to Frequently
Asked Questions. United State America: Carecrow Press.
Nunan, David. 1991. Language Teaching Methodology. New York: Prentice Hall
International English Language Teaching.
Omar. Omairah. 2009. “Making A Difference Through School-Based Curriculum Innovation”
Paper 1: Teachers’ Questioning Techniques and Their Potential in Heightening Pupils’
Inquiry. Hongkong: Accessed on 07 December 2015. http://www.international-
conference-on primary-education.
Rahmawati,M.Si, Diana. Penelitian Tindakan Kelas. Accessed on 15 November2015.
http://www.penelitian-tindakan-kelas.html.
Richard, Jack C. & Charles Lockhart. 1994. Reflective Teaching in Second Language
Classrooms. Cambridge: Cambridge University Press.
Richard, Jack C. and Theodore S. Rodgers. 1986. Approach and Method in Language
Teaching. Cambridge: Cambridge University Press.
Scrivener, Jim. 1994. The Teacher Development Series Learning Teaching A Guidebook for
English Language Teachers. Oxford: Heineman Publishers.
Turk, Christopher. 2003. Effective Speaking Communicating in Speech. British: Spon Press.
Underhil nic. 1987. Testing Spoken Language. London: Cambridge University Press.
Widayati, Ani. 2008. Penelitian Tindakan Kelas. Indonesia: Jurnal Pendidikan Akuntansi
Indonesia.
Widyaningsih, Mila Januar. 2014. Improving Speaking Skill By Using Chain Drill Technique.
Thesis. Unpublished.
Wiriaatmadja, Rochiati. 2008. Metode Penelitian Tindakan Kelas. Bandung: PT Remaja
Rosdakarya Offset.
CURRICULUM VITAE
A. Personal Identity
Full Name : Fila Fatmawati
Sex : Female
Place/ Date of Birth : Boyolali, 23 June 1993
Address : Wonosari RT 03/ RW 06, Candisari, Kec. Ampel, Kab.
Boyolali
E-mail/ Number : [email protected]/ 085728317517
Major : English Department
Faculty : Teacher Training and Education Faculty (TTEF)
B. Educational Background
1. TK Pertiwi Candisari graduated in 1999
2. SD N I Candisari graduated in 2005
3. SMP N 3 Ampel graduated in 2008
4. MA Nurul Islam Ngemplak, Boyolali graduated in 2011
5. IAIN Salatiga graduated in 2016
The Writer
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP I)
Satuan Pendidikan : SMP Negeri 3 Ampel
Matapel/ Tema : Bahasa Inggris/ Giving and Responding Invitation
Kelas/ Semester : VIII/ I
Jenis Teks : Teks lisan fungsional
Aspek/ Skill : Berbicara
Alokasi Waktu : 2 x 45 menit
Hari/Tanggal : Kamis, 04 Februari 2016
I. Standar Kompetensi:
1. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar:
1.1 Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan sekitar, dan melibatkan tindak tutur: menyampaikan
undangan dan merespon undangan.
III. Indikator:
Mampu mengungkapkan secara lisan tindak tutur menyampaikan undangan atau
ajakan dan merspon undangan, baik menerima atau menolak.
Mampu menggunakan tindak tutur secara lisan untuk menyampaikan undangan atau
ajakan dan responnya dengan tata bahasa yang fasih dan baik.
IV. Tujuan Pembelajaran:
Pada akhir pembelajaran siswa dapat:
Siswa mampu melafalkan ungkapan mengundang dan merespon undangan.
Siswa mampu mengungkapkan pendapat tentang teks berbentuk undangan.
V. Pengembangan Karakter:
Macam-macam karakter yang dikembangkan yaitu:
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Komunikatif (communicative)
Aktif (active)
Religius (religious)
Demokratis (democratic)
Berani (brave)
Toleransi (tolerance)
VI. Materi Pembelajaran:
Jika kita menerima atau menolak undangan dari seseorang sebaiknya kita
menggunakan bahasa yang sopan dan tidak menyinggung perasaan orang lain yang
telah mengundang kita.berikut contoh ekspresi mengungkapkan undangan dan cara
menolak atau menerima dengan sopan:
Expression of Giving and Responding Invitation
Giving Invitation Responding Invitation
Receiving Refusing
Would you like to....?
e.g: would you like to come to my
party?
I would like to I would love to, but ....
e.g: I would love to, but I
have a lot of homework
Would you mind joining us to....?
e.g: Would you mind joining us to
Bali?
I would, thank
you
I wish I could, but ....
e.g: I wish I coould, but I
have to see the doctor.
Shall we ....?
e.g: shall we go to the beach?
That would be
nice
Thank you for asking me,
but ....
e.g: Thank you for asking
me, but I don’t enough
money
What about ....?
e.g: what about having dinner in the
restaurant?
Wonderful/great I‟m sorry, I think I can‟t.
Why don‟t we ....?
e.g: why don’t we go to the zoo
together?
All right Sorry, I can not. But
thanks a way.
VII. Metode Pembelajaran:
Diskusi, Teachers‟ Questions Technique, penugasan
VIII. Kegiatan Pembelajaran:
A. Kegiatan Pendahuluan (25 menit) - Mengucapkan salam dengan ramah kepada siswa, berdoa (nilai yang
diutamakan sopan santun dan religious).
- Memeriksa kehadiran siswa (nilai yang diutamakan disiplin, rajin).
- Mengaitkan materi yang akan dipelajari dengan mengajak siswa untuk
menebak/ memberi jawaban atas petunjuk-petunjuk yang diberikan guru untuk
siswa (nilai yang diutamakan kreatif).
- Memberikan stimulus (pre-test) berupa contoh dialog (invitation) dan meminta
mereka untuk menerapkan satu persatu.
B. Kegiatan Inti (55 menit)
Eksplorasi
- Siswa mendengarkan penjelasan guru mengenai materi expression of giving and
responding invitation
- Guru meminta peserta didik membaca kemudian menirukan pengucapan guru.
- Guru membagi siswa dalam kelompok kecil (teman sebangku).
- Guru memberikan tema undangan pada siswa (satu baris satu tema).
Elaborasi
- Siswa memahami ungkapan-ungkapan yang telah diberikan guru
- Siswa membuat kalimat dengan pola yang telah dijelaskan oleh guru.
- Siswa membacakan hasil pekerjaannya kepada siswa-siswa yang lain.
- (Post test) setiap kelompok/sebangku menjawab pertanyaan guru dan
mengemukakan hasil kerjanya.
- siswa yang lain mengikuti setiap pertanyaan dan jawaban yang diberikan oleh
guru.
Konfirmasi
Dalam kegiatan konfirmasi:
- Siswa bersama guru melakukan flasback dan feedback agar memperoleh
pengalaman belajar dengan menanyakan kesulitan siswa dalam
mengungkapkan/ mengekspresikan: menyampaikan dan merespon undangan
- Guru memberi tugas siswa untuk mengerjakan tugas dalam buku lembar kerja
siswa sebagai pekerjaan rumah.
C. Kegiatan Penutup (10 menit) - Menyimpulkan materi pembelajaran
- Meminta siswa untuk menerapkan ungkapan-ungkapan yang dipelajari dalam
situasi yang sebenarnya.
- Mengucapkan salam penutup.
IX. Sumber/Media Belajar: - Buku teks yang relevan (LKS Bahasa Inggris kelas VIII, semester 2).
- Sumber :Internet
- Media: kertas, spidol, laptop dan LCD.
X. Penilaian
1. Penilaian proses
LEMBAR PENGAMATAN SISWA
Bentuk: Observasi oleh Guru
NO NAME OBJECT NOTE
A B C D
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Explanation:
A: Pay Attention C: Activeness in Responding
B: Activeness in Asking Questions D: Enthusiasm in Doing Test
2. Penilaian Ketrampilan
RUBRIK PENILAIAN SPEAKING
ASPECT SCORE DETAILS
Fluency 16-20 Fluent communication
11-15 Good communication
6-10 Satisfactory
0-5 Communication minimal
Vocabulary 16-20 Wholly appropriate
11-15 Few limitation
6-10 Sometimes limited
0-5 Limitation affected the task
Grammar 16-20 No or few grammatical errors
11-15 Occasionally makes grammatical errors but
does not affect the meaning
6-10 Often make grammatical errors which affect
meaning
0-5 A lot of grammatical errors that impede
meaning and often rearranging sentences
Pronunciation 16-20 Clear pronunciation
11-15 Few inaccurate pronunciation
6-10 Inaccuracy of pronunciation do not seriously
impede understanding
0-5 Inaccuracy of pronunciation do not seriously
impede understanding
Understanding 16-20 The understanding of all without any difficulty
11-15 Understanding of almost everything, although
there is repetition in certain parts
6-10 Understanding most of what was said when
speaking slowed down somewhat although
there is repetition
0-5 Difficult to follow what was said
Skor maksimal keseluruhan = 100
KRITERIA PENILAIAN
Criteria of Assessment Grade
90-100 Excellent
81-90 Very good
71-80 Good
61-70 Fair
51-60 Poor
Less than 50 Very poor
Ampel, 04 Februari 2016
Mengetahui,
Guru Bahasa Inggris Peneliti
Nur Khanif, S.Pd.I Fila Fatmawati
NIP. 19710407 200501 2 006 NIM. 1130099
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP II)
Satuan Pendidikan : SMP Negeri 3 Ampel
Matapel/ Tema : Bahasa Inggris/ Giving and Responding Invitation
Kelas/ Semester : VIII/ I
Jenis Teks : Teks lisan fungsional
Aspek/ Skill : Berbicara
Alokasi Waktu : 2 x 45 menit
Hari/Tanggal : Kamis, 04 Februari 2016
I. Standar Kompetensi:
1. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar:
1.1 Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan sekitar, dan melibatkan tindak tutur: menyampaikan
undangan dan merespon undangan.
III. Indikator:
Mampu mengungkapkan secara lisan tindak tutur menyampaikan undangan atau
ajakan dan merspon undangan, baik menerima atau menolak.
Mampu menggunakan tindak tutur secara lisan untuk menyampaikan undangan atau
ajakan dan responnya dengan tata bahasa yang fasih dan baik.
IV. Tujuan Pembelajaran:
Pada akhir pembelajaran siswa dapat:
Siswa mampu melafalkan ungkapan mengundang dan merespon undangan.
Siswa mampu mengungkapkan pendapat tentang teks berbentuk undangan.
V. Pengembangan Karakter:
Macam-macam karakter yang dikembangkan yaitu:
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Komunikatif (communicative)
Aktif (active)
Religius (religious)
Demokratis (democratic)
Berani (brave)
Toleransi (tolerance)
VI. Materi Pembelajaran:
Jika kita menerima atau menolak undangan dari seseorang sebaiknya kita
menggunakan bahasa yang sopan dan tidak menyinggung perasaan orang lain yang
telah mengundang kita.berikut contoh ekspresi mengungkapkan undangan dan cara
menolak atau menerima dengan sopan:
Expression of Giving and Responding Invitation
Giving Invitation Responding Invitation
Receiving Refusing
Would you like to....?
e.g: would you like to come to my
party?
I would like to I would love to, but ....
e.g: I would love to, but I
have a lot of homework
Would you mind joining us to....?
e.g: Would you mind joining us to
Bali?
I would, thank
you
I wish I could, but ....
e.g: I wish I coould, but I
have to see the doctor.
Shall we ....?
e.g: shall we go to the beach?
That would be
nice
Thank you for asking me,
but ....
e.g: Thank you for asking
me, but I don’t enough
money
What about ....?
e.g: what about having dinner in the
restaurant?
Wonderful/great I‟m sorry, I think I can‟t.
Why don‟t we ....?
e.g: why don’t we go to the zoo
together?
All right Sorry, I can not. But
thanks a way.
Invitation by Card
1. Invitationcard are typically used to invite events such as birthday paarty party,
wedding and other events.
2. Part of Invitation Letter:
- Title (Birthday party, wedding party, etc)
- Invite (Maya, Rama, etc)
- Time/ Date/ place
- Sender
Example: To: Bisma (Invite)
Hi Bisma, I would like to invite you to my birthday party. (Occasion)
On Sunday, 9th March 2016 (Day/ Date)
01.00- 03.00 pm. (Time)
At my home on Jl. Mawar No. 11, Boyolali. (Place)
From: Boni (Sender)
3. The kind of Invitation
There are two kinds of invitation:
Formal Invitation: it usually originates from institutes, companies, and kind of
it.
Informal Invitation: it is personal invitation given to a friend, family, etc.
4. Example of card
It is birthday party for Lucas Caramoy.
Come and share the joy.
There will be ice cream and cakes for every boy and girl.
Saturday, April 8th 2016 06.00 p.m
At Caramoy‟s house
Jl. Meelati Blok C No. 09, Solo
Phone: 08577723232626
VII. Metode Pembelajaran:
Diskusi, Teachers‟ Questions Technique, penugasan/praktik
VIII. Kegiatan Pembelajaran:
A. Kegiatan Pendahuluan (25 menit) - Mengucapkan salam dengan ramah kepada siswa, berdoa, menyanyikan lagu
nasional (nilai yang diutamakan sopan santun, religious, dan cinta tanah air).
- Memeriksa kehadiran siswa (nilai yang diutamakan disiplin, rajin).
- Menggali pengetahuan siswa tentang menyampaikan undangan dan mersponnya
(nilai yang diutamakan kreatif).
- Menanyakan tugas rumah yang telah disampaikan pada pertemuan sebelumnya.
- Guru memberikan siswa pre-test berupa dialog pendek tentang invitation dan
meminta mereka mengungkapkan satu persatu di depan kelas secara singkat.
B. Kegiatan Inti (55 menit)
Eksplorasi
- Guru menjelaskan kelanjutan materi tentang invitation.
- Siswa mendengar penjelasan guru mengenai kata-kata apa saja yang digunakan
untuk mengekspresikan menyampaikan dan merespon undangan.
- Guru memberikan beberapa contoh undangan dengan memakia kartu.
- Guru membagi siswa kedalam beberapa kelompok (4-5 orang perkelompok) dan
meminta siswa membuat sebuah kartu undangan.
Elaborasi
- Siswa memahami ungkapan-ungkapan yang telah diberikan guru.
- (Post test) setiap kelompok menjawab teks tertulis dan berbicara, dengan
mengajak atau merespon undangan dari guru.
- Setiap kelompok mempresentasikan hasil kerjanya kedepan kelas, dan
kelompok lain menjawab pertanyaan dari guru sesuai isi dari hasil kerja
kelompok tersebut.
- Guru menanyakan kembali isi dari hasil kerja kepada kelompok yang maju,
guna memancing pemahaman siswa.
Konfirmasi
Dalam kegiatan konfirmasi:
- Siswa bersama guru melakukan flashback dan feedback agar memperoleh
pengalaman belajar dengan menanyakan kesulitan siswa dalam
mengungkapkan/ mengekspresikan: menyampaikan dan merespon undangan
- Guru memberi tugas siswa untuk mengerjakan tugas dalam buku lembar kerja
siswa sebagai pekerjaan rumah.
C. Kegiatan Penutup (10 menit) - Menyimpulkan materi pembelajaran.
- Meminta siswa untuk menerapkan ungkapan-ungkapan yang dipelajari dalam
situasi yang sebenarnya.
- Mengucapkan salam penutup.
IX. Sumber/Media Belajar: - Buku teks yang relevan (LKS Bahasa Inggris kelas VIII, semester 2).
- Media: kertas, spidol, laptop dan LCD.
X. Penilaian
3. Penilaian proses
LEMBAR PENGAMATAN SISWA
Bentuk: Observasi oleh Guru
NO NAME OBJECT NOTE
A B C D
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Explanation:
A: Pay Attention C: Activeness in Responding
B: Activeness in Asking Questions D: Enthusiasm in Doing Test
4. Penilaian Ketrampilan
RUBRIK PENILAIAN SPEAKING
ASPECT SCORE DETAILS
Fluency 16-20 Fluent communication
11-15 Good communication
6-10 Satisfactory
0-5 Communication minimal
Vocabulary 16-20 Wholly appropriate
11-15 Few limitation
6-10 Sometimes limited
0-5 Limitation affected the task
Grammar 16-20 No or few grammatical errors
11-15 Occasionally makes grammatical errors but
does not affect the meaning
6-10 Often make grammatical errors which affect
meaning
0-5 A lot of grammatical errors that impede
meaning and often rearranging sentences
Pronunciation 16-20 Clear pronunciation
11-15 Few inaccurate pronunciation
6-10 Inaccuracy of pronunciation do not seriously
impede understanding
0-5 Inaccuracy of pronunciation do not seriously
impede understanding
Understanding 16-20
The understanding of all without any difficulty
11-15 Understanding of almost everything, although
there is repetition in certain parts
6-10 Understanding most of what was said when
speaking slowed down somewhat although
there is repetition
0-5 Difficult to follow what was said
Skor maksimal keseluruhan = 100
KRITERIA PENILAIAN
Criteria of Assessment Grade
90-100 Excellent
81-90 Very good
71-80 Good
61-70 Fair
51-60 Poor
Less than 50 Very poor
Ampel, 09 Februari 2016
Mengetahui,
Guru Bahasa Inggris Peneliti
Nur Khanif, S.Pd.I Fila Fatmawati
NIP. 19710407 200501 2 006 NIM. 1130099
SHEET FOR CLASSROOM OBSERVATION I
NO
STATEMENT
SCORE
YES NO
1 Teacher prepared the material well
2 Teacher conduct the classroom well
3 Teacher use the time effectively
4 Teacher convey the word families game clearly
5 Teacher give evaluation after the lesson plan
6 Teacher ask the students‟ difficulties
7 Students feel enthusiastic to follow the lesson
8 Students give attention to teacher‟s explanation
9 Students active during learning process
10 Students apply word families game well
11 Students understand the teacher‟s explanation
12 Students do the evaluation well
Ampel, 04 February 2016
Observer,
Asry Ristiyani
SHEET FOR CLASSROOM OBSERVATION II
NO
STATEMENT
SCORE
YES NO
1 Teacher prepared the material well
2 Teacher conduct the classroom well
3 Teacher use the time effectively
4 Teacher convey the word families game clearly
5 Teacher give evaluation after the lesson plan
6 Teacher ask the students‟ difficulties
7 Students feel enthusiastic to follow the lesson
8 Students give attention to teacher‟s explanation
9 Students active during learning process
10 Students apply word families game well
11 Students understand the teacher‟s explanation
12 Students do the evaluation well
Ampel, 09 February 2016
Observer,
Asry Ristiyani
LIST OF EDUCATION FACILITIES OF SMP N 3 AMPEL IN THE ACADEMIC
YEAR OF 2015/2016
No. Facilities Total
1 Classroom 12
2 Principal room 1
3 Teacher room 1
4 Administration room 1
5 Library room 1
6 Mosque 1
7 OSIS room 1
8 Computer room 1
9 Science laboratory 1
10 Skill room 1
11 Counseling room 1
12 Toilet room 13
13 Health room 1
14 Shop/ canteen 2
15 Play ground 1
16 Parking area 2
17 Security room 1
LIST OF TEACHERS AND STAFFS OF SMP N 3 AMPEL IN THE ACADEMIC
YEAR OF 2015/2016
No. Name Duty Lesson
1 Bambang Untoro, S.Pd Head Master English
2 Emawati, S.Pd Teacher Geography
3 Budiyono, S.Pd Teacher Biology
4 Drs. Dri Tawanto, M.H Teacher Civics Education
5 Drs. Budi Supriyana Teacher English
6 Stiti Kustinah, S.Pd Teacher Accounting
7 Sugijanta, S.Pd Teacher Mathematics
8 Muh. Abdullah BAQ, S.Pd Teacher Sport Education
9 Sukartini, S.Pd Teacher History
10 Ivonne Nancy Mandagi,
S.Pd
Teacher Biology
11 Sumardi, S.Pd Teacher Art
12 Winarni, S.Pd Teacher Islamic Education
13 Budi Waluyo, S.Pd Teacher Art/ Computer
14 Fikta Devit Rendra A, S.pd Teacher Music Art
15 Sri Sumarsih, S.Pd Teacher Indonesian
16 Rustiyah, S.Pd Teacher Biology
17 Sri Supriyatiningsih, S.Pd Teacher Methematics
18 Mohtarom, S.Pd Teacher Indonesian
19 Sri Wahyudi, S.Pd Teacher Javanese
20 Nur Khanif, S.Pd Teacher English
21 Joko Sutopo, S.Pd Teacher Indonesian
22 Eko Putranto, A.Md Teacher Physics
23 Karniwati, S.Pd Teacher Christian Education
24 Ahmad Syaifudin, S.Pd Teacher Computer/
Conseling Guidance
25 Istikhomah, S.Pd Teacher Accounting
26 Caterine Wulandini Administrator
27 Umi Fatmawati Administrator
28 Sri Maryani Administrator
29 Sukirno Administrator
30 Jumar Administrator
31 Suwardi Security
THE LIST OF STUDENTS OF SMP N 3 AMPEL IN THE ACADEMIC YEAR OF
2015/2016
No. Class Group Sum of Students
1 VII
A 36
B 36
C 36
D 36
2 VIII
A 36
B 36
C 35
D 36
3 IX
A 36
B 36
C 36
D 35
Total 430
DOCUMENTATION
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