Classroom Action Research MIDTERM

 

 Group 1

Name of group :

1.      Muhammad Fadhil Syahputra (202032057)

2.      Nanda Nailatul Muna              (202032089)

3.      Dwi Herlina                            (202032105)

            

                        SUMMARY CAR

1.      Model in Classroom Action Research

Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

• Operational (or technical) action research is usually visualized like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
• Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
• Critical reflection action research serves to contextualize systemic processes that are already ongoing (e.g., working retroactively to analyze existing school systems by questioning why certain practices were put into place and developed the way they did).

 

Model in Clasroom Action Research

1.      Model Action Research Kurt Lewin

According to Kurt Lewin (2008) basic component to design Class Action Research, there are four cycles. They are; planning, acting, observing and reflecting. The cycles depend on the problems in class that need to solve.

 

2.      Model Action Research Kemmis and McTaggart

Kemmis and McTaggart (1988) suggest that the fundamental components of action research include the following: (1) developing a plan for improvement, (2) implementing the plan, (3) observing and documenting the effects of the plan, and (4) reflecting on the effects of the plan for further planning and informed action.

Kemmis and McTaggart’s model as a reference framework does not necessarily mean a rigid division between the various phases but only that each aspect involved in the phases is part of the process.

 

2.      Steps in Classroom Action Research

According to Kemmis and McTaggart (1988), who are major authors in this field, AR typically involves four broad phases in a cycle of research. The first cycle may become a continuing, or iterative, spiral of cycles which recur until the action researcher has achieved a satisfactory outcome and feels it is time to stop.

 1. Planning

In this phase you identify a problem or issue and develop a plan of action in order to bring about improvements in a specific area of the research context. This is a forward-looking phase where you consider: i) what kind of investigation is possible within the realities and constraints of your teaching situation; and ii) what potential improvements you think are possible.

2. Action

The plan is a carefully considered one which involves some deliberate interventions into your teaching situation that you put into action over an agreed period of time. The interventions are ‘critically informed’ as you question your assumptions about the current situation and plan new and alternative ways of doing things.

3. Observation

This phase involves you in observing systematically the effects of the action and documenting the context, actions and opinions of those involved. It is a data collection phase where you use ‘open-eyed’ and ‘open-minded’ tools to collect information about what is happening.

4. Reflection

At this point, you reflect on, evaluate and describe the effects of the action in order to make sense of what has happened and to understand the issue you have explored more clearly. You may decide to do further cycles of AR to improve the situation even more, or to share the ‘story’ of your research with others as part of your ongoing professional development. (Adapted from Kemmis & McTaggart, 1988, pp. 11–14)

 

3.      Topic investigated in CAR

 

 

 

 

4.      Action Research Proposal Outline

It explains the format that is supposed to be used when creating an action research proposal. Different institutions use different formats, and the format you choose, therefore, depends on your institution. However, most of them follow the following format;

• Introduction- This is the section where you indicate your problem and your motivation for doing the research. In the above example; you have to explain that many pupils in primary school face challenges when reading. However, these students need to learn to learn because failure to this will lead to low performance and self-confidence.
• Literature review– in this section, you have to discuss the literature related to your topic or what has previously been discovered around your problem of research and why your analysis is a continuation of the same.
• Methodology- you have to indicate all the parties that will take part in the study, how data will be collected and analyzed and the plan of action. In the above example; teachers can be right participants. Data can be obtained through interviews. They can solve the problem by motivating the students to read more and also creating an extensive reading program for the students in primary schools.
• Conclusion– explains whether it is necessary to conduct this research.

Group 1

Name of group :

1.      Muhammad Fadhil Syahputra (202032057)

2.      Nanda Nailatul Muna              (202032089)

3.      Dwi Herlina                            (202032105)

 

ANALYZING THE INTRODUCTION

Link of Journal         :

1.      Title           : Improving Second Semester Students’ Speaking Ability Through Storytelling Learning Model at English Study Program of Timor University (A Classroom Action Research Method)

Author: Yohanes Paulus Florianus Erfiani

Analisis Judul

 

2.      Latar Belakang Masalah

By and large, speaking lecture is the most difficult lecture in university level. It can be proved by the teacher’ experience (the writer) while he taught Speaking for Everyday Communication lecture in first semester students in academic year 2016/2017. The writer found many students could not speak well. Moreover, there were some students almost could not produce a good English sentence in their speech. They had faced some problems when they spoke. There were 3 main sub skills that were difficult faced by the students in speaking. They were grammar, pronunciation and vocabulary. Students made many mistakes or errors in producing English language. Hence, from those problems, the writer tried to find out how to improve students’ speaking ability.

The writer had evaluated the teaching and learning process in first semester before he taught the same students in speaking for group activities lecture in second semester. The writer assumed that he had to change teaching and learning method because he already conducted some teaching methods to improve students speaking ability in previous semester but the teaching and learning result was still low. He decided to use individual learning model because he assumed that students could develop their speaking skill. In other words, the writer used students centered learning. Teacher is only as facilitator to guide students in learning. Teacher had only described the general view of the topic and students had to elaborate the topic in detail. Therefore, students could have many chances to speak.

 

3.      Rumusan Masalah

1)      Does SLM improve speaking ability of second semester students of English study program of Timor University?

2)      Does SLM improve the grammar accuracy, vocabulary and pronunciation ability of second semester students of English study program of Timor University?

 

4.      Hypothesis Tindakan

There is no hypothesis in the introduction part on the article.

 

5.      Tujuan Penelitian

Therefore, the writer intended to conduct a research using classroom action research method on applying SLM in teaching learning process to improve speaking ability of second semester student on Speaking for Group Activities lecture.

The writer also has some purposes in conducting this study. The purpose was divided in two kinds. They were general purpose and specific purpose. The general purpose was to improve teaching and learning process.

The specific purposes were:

1)      To know whether the SLM improved the speaking ability of second semester students of English study program of Timor University.

2)      To know whether the SLM improved the grammar accuracy, vocabulary and pronunciation ability of second semester students of English study program of Timor University.

 

6.      Manfaat Hasil Penelitian

Knowing that the SLM improved the speaking ability of second semester students of English study program of Timor University.

 

 

 

 

 

 

 

 

 

Group 1

Name of group :

4. Muhammad Fadhil Syahputra (202032057)
5. Nanda Nailatul Muna              (202032089)
6. Dwi Herlina                            (202032105)

 

REVIEW OF LITERATURE

A. Sub Judul

1. Teaching Speaking Skills

a. Definition of speaking skill

            Speaking ability is a difficult skill for foreign language learners because effective oral communication requires ability to use language appropriately in social interactions. . In English language learners teaching, speaking ability is an aspect that need special attention and instruction. Furthermore, speaking skill is also one of the central elements of communication.

b. Teaching Speaking

            In teaching speaking, teachers have to control all situations that happened in his or their classroom activities. Teachers arrange several activities which support their teaching. It is used to make a good teaching and learning process in the classroom.  Several speaking activities are not similar to be conducted in every class. As a teacher, he or she must use speaking activities depending on the level and who is in his or her class. It means that a teacher uses several activities to improve students' speaking skills depending on the school level he or she wants to teach.

 

2. Teaching Method

a. Teaching

            It cannot be argued that teaching is a process to transfer of knowledge from a teacher to a student, creating good conditions in the classroom, and to stand at the front controlling affairs, or moving around the classroom quietly helping the student only when needed.

b. Teaching Method

            In this era, according to several experts, there are some teaching methods to be applied by the teacher in the teaching and learning process. It is used to help a teacher can transfer his or her knowledge well in the classroom. There are some researchers in this university but they have not used SLM in their research yet. In this study, the writer used SLM. The writer as a teacher used this model to improve students’ speaking ability in Timor University because it is a new breakthrough. In conducting this study, the writer also used the classroom action research method. Therefore, this study was conducted in a few cycles.

c. Teaching Method Using LSM

            SLM is an activity on teaching and learning process to tell story by students one by one based on central topic in front of class while other students are listening. In teaching using this model, the lecturer usually offers topics beforehand and students find sources, or may tell their own experience to the whole class.

            Jalil (2014, p. 67) explained that SLM also has some steps and the writer modified those steps to support his study. Those steps are presented below:

 a. The teacher conveys the learning purpose

b. Students will acquire an explanation toward the learning material

c. Students will acquire the explanation toward the performance of storytelling learning model

d. The teacher will request students to hear the example of a story

 e. The teacher will request all student to see how to tell a story in front of classroom

f. The teacher will ask several questions for students’ understanding toward learning material

g. The teacher will give a test h. The teacher will evaluate to measure the success of learning purpose

In this study, the writer applied SLM to improve students’ speaking ability. It means that the writer as a teacher taught the students on using some topics. The writer used several functional texts as the topic in conducting this study. They were narrative text and descriptive text.

B. Thinking Framework

·         Based on theoretical foundations

·         Tailored to the problem that was Taken As a basis for determining

·          Hypothesis submission

·         The climax of his general frame of mind: Based on the study of the above theories and frameworks of thought, supposedly Teaching Speaking skills using SLM could improve students’ speaking skills.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Group 1

Name of group :

7. Muhammad Fadhil Syahputra (202032057)
8. Nanda Nailatul Muna              (202032089)
9. Dwi Herlina                            (202032105)

 

ANALYZING RESEARCH METHOD

1.      Jenis Penelitian

In doing this classroom action research method, the writer used qualitative and quantitative source data.

 

2.      Time, place subject

The writer conducted this study in Timor University (UNIMOR). It is located in Kefamenanu town, especially in Jalan Eltari Kilometer 9, TTU regency, East Nusa Tenggara Province. This study was conducted during 1 month on May 2017 in the academic year 2016/2017. This study belongs to classroom action research method. The subjects of this study were second semester students of English study program of Timor University in academic year 2016/2017.  It is located in Kefamenanu town, especially in Jalan Eltari Kilometer 9, TTU regency, East Nusa Tenggara Province.  Therefore, total members of second semester students were 90 who were divided into three (3) classes.

 

3.      Data dan sumber data

This study used some procedures to collect the data. This study used four (4) stages. They were planning, acting, observing, and reflecting. Planning is conducted on observing the analysis finding that gets from early observation. Then, the teacher conducted the learning act dealing with learning act program that already prepared on planning stage.

 

4.      Teknik dan Instrumen Pengumpulan Data

The instruments were used to obtain the data analyzed in this study were in form of test, camera, and document. The using technique of data collection in doing this study was observation, test, and documentation

 

5.      Prosedur Penelitian

This study used some procedures to collect the data. This study used four (4) stages. They were planning, acting, observing, and reflecting. Planning is conducted on observing the analysis finding that gets from early observation. Then, the teacher conducted the learning act dealing with learning act program that already prepared on planning stage. The writer was helped by his friend when the writer carried out the act to observe an activity that carried out by teacher and students response of the activity. It is called collaborative learning. Then, the result of observation was analyzed by the writer and the writer’s friend to know whether the act was success or not in each cycle. If the result of analysis demonstrated the act was not success, thereby, the writer and the colaborator arranged the plan of other activities to conduct into next cycle. This research has done if the result of the cycle is succsessed. In other words, this research has done if the speaking ability of the students improve.

 

6.      Teknik Analisis Data

The writer conducted the treatment by using some steps in analyzing the data. After the writer had determined the scoring rubric of three indicators, he used simple formula to measure the average of students’ speaking skills. In giving grades to the students both as an individual and as a class two formula were used. The first was for counting grade or score showing their ability of the students. The second was for counting grade or score showing their ability level as a class. The students’ ability level as a class is achieved in the lecture if 85% of all students get score more than 66% or 6, 6 score (≥ 6, 6). Moreover, in this study, the writer also analyzed the criteria of teaching and learning process. They were the teacher’ competency and students’ activity. The data of teacher’ competency manages on teaching and learning process showing by average of the teacher competency. The students’ activity is also determined by average of score being achieved then. The writer also used the formula to measure those criterias

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FINDING

 

A. Finding

1.Storytelling Learning Model (SLM) Improve Students’ Speaking Ability The Analysis of First Cycle

 The first cycle was held on Tuesday/May 02th 2017. The time was 3x50 minutes with three steps: they were opening, core and closing activities. The first cycle was about teaching and learning process and assessment test. Teacher as writer applied SLM to support students in performing a narrative text. a. Planning In this stage, the writer prepared material to be learned in the first cycle. They were lesson plan, observation sheet of students’ and teacher activities, and students’ handout, etc. The writer arranged lesson plan with the collaborator. b. Acting In this stage, the writer applied SLM. The research activities began with teacher had opened the class and checked students’ attendance. Teacher gave some questions and instructions for students in relating to the material. The teacher gave a question for students “Who has ever told a story to someone?” Several students answered “Yes, I have ever told a story to someone”. Another student answered “No, I have never told a story”. From the students’ answers, then the writer gave another feedback “Do you know what is narrative text?’. Generally, students answered the definition of narrative text. Next, the teacher gave a question again ‘How to make a good narrative text?”. However, all students were silent. Therefore, the teacher told that he already prepared handout which helped students to understand about narrative text. Furthermore, the teacher explained about narrative text. The teacher also explained how to tell or perform a narrative text. Then, the teacher asked each of them to make a good narrative text (a story) and presented it in front of the class.

Based on two observations result above, it can be concluded that many of the students joined the class enthusiastically and the teacher as a writer was fairly good while he taught narrative text in the class. In other words, in this cycle most of students interested in learning speaking lecture through SLM but they did not have good self confidence to express their ideas in presenting a story in classroom. Most of them were still fear and shy to speak. But overall, SLM could motivate students to be active and had a great participant in speaking lecture during teaching and learning process in classroom. Therefore, teaching and learning process ran well. To measure the ability of student’s speaking skill, the writer conducted test for students in performing their task (story) in front of the class. The writer and the collaborator assessed students speaking skill or students’ speech while they presented their story using third (3) elements of speaking. In analyzing students’ score, the writer and the collaborator listened students’ speech. Then, they gave score dealing with students’ ability of grammar accuracy, word choice in arranging a good sentence and pronounce the words while they presented their story. They also recorded students’ speech. It is used to help them to analyze and to obtain accurate data from students’ speech. From the analysis of students test result, it was clear that the average of the students test of the first cycle was still medium. The total score was 67% It was proved by the data. There were sixteen (16) students had high scores but fourteen (14) students who still had low score, they did not fulfill classical standard measurement that applied in this university yet. Therefore, the writer decided to conduct the second cycle.

 

The Analysis of Second Cycle

The second cycle was held on Tuesday /May 8th 2017. The time was 3x50 minutes with three steps: they were opening, core and closing activities. The second cycle was almost same with the first cycle. It was about teaching and learning process and the assessment test. But the topic was different with first cycle. Teacher as a writer applied SLM to support students in performing a descriptive text. a. Planning In this stage, the writer prepared the matter or subject to be learned in second cycle. They were lesson plan, observation sheet of students’ and teachers’ activities, and students’ handout, etc. In this cycle was also similar with previous cycle, the writer arranged lesson plan with the collaborator. b. Acting In this stage, the writer applied SLM. The research activities began with teacher had opened the class and checked students’ attendance. Teacher gave some questions and instructions to students that related to the topic. The teacher gave a question for the students “Who has ever described someone, place or thing?” Several students answered “Yes, I have ever described someone”. Another student answered “No, I have never described someone”. From the students’ answers, then the researcher gave the feedback “Do you know what is descriptive text?’. Generally, students answered the definition of descriptive text. Next, the teacher gave a question again ‘How to make a good descriptive text?”. However, all students were silent. Therefore, the teacher told that he already prepared the handout which helped students to understand about descriptive text. Then, the teacher explained about descriptive text. The teacher also explained how to tell or perform a descriptive text. Next steps, the teacher asked each of them to make a good descriptive text (a story) and presented their descriptive text in front of the class. c. Observing Collecting the observations data were conducted by the writer and collaborator. The collaborator observed students and teacher activities during the teaching and learning process. Based on two observations result (teacher competency level and students’ activities) on the table above, it can be concluded that majority of students joined the class enthusiastically and the teacher as a researcher was better than previous cycle while he taught a descriptive text in the class. In other words, in this cycle most of students interested in learning speaking lecture through SLM. They had good self confidence to express their ideas in presenting a story in classroom. Most of them could minimize their fear and shy to speak. But overall, SLM could motivate students to be active and had a great participant in speaking lecture during teaching and learning process in classroom. Therefore, teaching and learning process could run well. It can be seen from their responses during teaching and learning process, almost all students took a part in the classroom. To measure the ability of student’s speaking skill, the writer conducted test for students in performing their task (story) in front of the class. In this cycle, the writer and the collaborator also assessed students speaking skill or students’ speech while they presented their story in front of the class using third (3) elements of speaking. In analyzing students’ score, the writer and the collaborator listened of students’ speech. They gave score dealing with students’ ability of grammar accuracy, word choice in arranging a good sentence and pronouncing the words while they presented their story. They also recorded students’ speech. It is used to help them to analyze and to obtain accurate data from students’ speech. From the analysis of student test result, it is clear that the average of students speaking skill in second cycle was completed. It was proved by the percentage of students’ score. It was 81 %. All students were fulfilled classical standard of measurement. Therefore, from the analysis of students test result in second cycle, it can be said that it was better than previous cycle. There was an improvement in this cycle. The writer concluded that the problems have been solved on using SLM.

 

2. SLM Improve Grammar Accuracy, Vocabulary and Pronunciation

Accuracy in this research means accuracy of grammar. Students’ language should be grammatically correct while they presented their story in front of classroom. The writer also checked the pronunciation of the students’ speech. In other words, the writer measured how students pronounced correctly words in a sentence while they presented their story. The writer also measured students’ vocabularies. In other words, he checked the students vocabularies while they presented their story whether the use of students vocabularies were correct in a sentece or not. As the researcher stated in previous sub chapter, that the use of SLM improved students speaking skill. It means that all elements of speaking skill were also increased. Accuracy of grammar, pronunciation and vocabulary skill are one of those elements. Furthermore, the researcher also determined those elements to assess the second semester students’ speaking skill. In first cycle, the writer applied SLM so there was teaching and learning process and test in the class He found that the average of this element was still medium. It can be seen from the average of students’ score. The average of students’ score of grammar accuracy was 66%, the pronunciation skill was 67% and the vocabulary skill was 68%. From the data analysis, there were several students who had low score. Therefore, the teacher planned to conduct the second cycle. In second cycle, the researcher also still applied SLM. After the teacher analyzed the data, he found that there was significant improvement of students’ speaking ability elements. It can be seen by the average ofstudents’ score of those element in this cycle. The average of students’ score of grammar accuracy was 81%, the pronunciation skill was 79% and the vocabulary skill was 83%. The all students were fulfilled the classical standard of measurement that applied in this university. Therefore, from the result of analysis above, the researcher concludes that the use of SLM improves second semester students’ of grammar accuracy, pronunciation and vocabulary skill in Timor University. The improvement of students’ score of grammar accuracy, pronunciation and vocabulary skill in first cycle and second cycle.

 

C. Conclusion

From all the data analysis toward the use of SLM to improve students’ speaking ability, it can be concluded that the use of SLM can improve students' speaking ability.

 1. SLM Improve Students’ Speaking Ability

 In first cycle, the average of the students’ achievement was 67 %. It was clear that the average of the students’ test of the first cycle was still medium. It was proved by the data (There were sixteen (16) students had high scores but fourteen (14) students who still had low score, they did not fulfill classical standard measurement that applied in this university yet. In second cycle, the average of the students’ achievement was 81 %. The result of this study showed that the students’ speaking ability improved efficiently and effectively in each cycle. From the analysis of student test result, it is clear that the average of students speaking skill in second cycle was completed. It was proved by the percentage of students’ score. It was 81 %. All students were fulfilled classical standard of measurement. Therefore, from the analysis of students test result in second cycle, it can be said that it was better than previous cycle. There was an improvement in this cycle. The researcher concluded that the problems have been solved on using SLM.

 2. SLM Improve Grammar Accuracy, Vocabulary and Pronunciation Skill In first cycle, the writer found that the average of those elements was still medium. It can be seen from the average of students’ score. The average of students’ score of grammar accuracy was 66%, the pronunciation skill was 67% and the vocabulary skill was 68%. From the data analysis, there were several students who had low score. Therefore, the teacher planned to conduct the second cycle. In second cycle, The average of students’ score of grammar accuracy was 81%, the pronunciation skill was 79% and the vocabulary skill was 83%. The all students were fulfilled the classical standard of measurement that applied in this university. Therefore, from the result of analysis above, the researcher concludes that the use of SLM improves second semester students’ of grammar accuracy, pronunciation and vocabulary skill in Timor University.