improving students speaking skill by using action …

IMPROVING STUDENTS SPEAKING SKILL BY USING ACTION

LEARNING STRATEGY IN ENGLISH LESSON AT THE

EIGHTHGRADE STUDENTS OF MTs. MUHAMMADIYAH LIMBUNG

(A Classroom Action Researchat the Eight Grade Students of

MTs.Muhammadiyah Limbung, Gowa)

THESIS

Submitted to the FKIP University of Muhammadiyah Makassar

In Fulfillment of the Requirement for the Degree

of Sarjana Pendidikan In English Department

MAR’ATUN SHALIHAH MS

10535 652115

ENGLISH EDUCATION

TEACHERS TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERNYATAAN

Nama : Mar’atun Shalihah MS NIM : 10535 6521 15

Program : English Education Department

TITLE : The Use of Action Learning Strategy to Improve Students’

Speaking Skill in English Lesson at Eight Grade Students of MTs.Muhammadiyah Limbung

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, Januari 2020

Yang membuat perjanjian

Mar’atun Shalihah MS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERJANJIAN

Nama : Mar’atun Shalihah MS NIM : 10535 6521 15

Program : English Education Department

TITLE : The Use of Action Learning Strategy to Improve Students’

Speaking Skill in English Lesson at Eight Grade Students of MTs.Muhammadiyah Limbung

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan

menyusun sendiri skripsi saya.

2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3

maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Januari 2020

Yang membuat perjanjian

Mar’atun Shalihah MS

ABSTRACT

MAR’ATUN SHALIHAH MS. 2020. Improving Students’ Speaking Skill by

Using Action learning Strategy in English Lesson at The 8th Grade Students of

MTs.Muhammadiyah Limbung (A Classroom Action Research at the Eight

Grade Students of MTs.Muhammadiyah Limbung, Gowa): A Thesis of English

Education Department, The Faculty of Teacher Training and Education,

Muhammadiyah University of Makassar. Guided byNurdevi Bte Abdul, and Eka

Prabawati Rum.

The objective of this research was to find out the students’ ability in

speaking that focused on vocabulary and prounciation by using Action Learning

strategy at Eighth Grade Students of MTs Muhammadiyah Limbung. This

research used Classroom Action Research (CAR) that consisted of two cycles,

each cycle consisted of : planning, acting, observing, and reflecting. The subject

of this research was the Eight Grade students of Mts Muhammadiyah Limbung

that consisted of 30 students. The data were gathered after scoring the students’

speaking ability on vocabulary and pronunciation through diagnostic test and test

of cycle I and II.

The result of this research showed the improvement of students’ score

from d-test to cycle I and cycleII test. In d-test, there was only 6.7 % (2 students)

who got point >75. In cycle I test there was 53.3 % (16 students) who got point

>75. It means therewasimproved46.6% but unseccessful passed KKM 75, so

sontinued to cycle II.Thecycle II test,therewas90%(27 students) who got point

>75. The improvement was about 43.4 % and the total mprovement of students’

score from d-test until cycle II test was 83.3 %. It can be concluded that action

learning strategy can improve students’ speaking skill and worked effectively and

efficiently in helping students’ ability in speaking at VIII-A grade of MTs

Muhammadiyah Limbung and this learning has applied successfully and able to

increased students’ ability in speaking.

Keywords : Action Learning Strategy, Classroom Action Research(CAR),

speaking skill, English lesson.

ABSTRAK

MAR'ATUN SHALIHAH MS.2020. Meningkatkan Keterampilan Berbicara Siswa dengan Menggunakan Strategi Pembelajaran Tindakan dalam

Pelajaran Bahasa Inggris di Siswa Kelas 8 MTs. Muhammadiyah Limbung

(Penelitian Tindakan Kelas di Siswa Kelas Delapan MTs. Muhammadiyah Limbung, Gowa) : Tesis Departemen Pendidikan Bahasa Inggris , Fakultas

Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar.

(Nurdevi Bte Abdul, Eka Prabawati Rum)

Tujuan dari penelitian ini adalah untuk mengetahui kemampuan

siswa dalam berbicara yang berfokus pada kosa kata dan pengucapan dengan

menggunakan strategi Action Learning pada Siswa Kelas VIII MTs Muhammadiyah Limbung. Penelitian ini menggunakan Penelitian Tindakan

Kelas (PTK) yang terdiri dari dua siklus, setiap siklus terdiri dari:

perencanaan, tindakan, pengamatan, dan refleksi. Subjek penelitian ini adalah

siswa kelas VIII MTs Muhammadiyah Limbung yang terdiri dari 30 siswa. Data dikumpulkan setelah menilai kemampuan berbicara siswa pada kosa

kata dan pengucapan melalui tes diagnostik dan tes siklus I dan II.

Hasil penelitian ini menunjukkan peningkatan skor siswa dari diagnostik tes ke siklus I dan tes siklus II tes. Dalam diagnostik tes, hanya

ada 6,7% (2 siswa) yang mendapat poin> 75. Pada tes siklus I ada 53,3% (16

siswa) yang mendapat poin> 75. Ini berarti ada peningkatan 46,6% tetapi tidak berhasil melewati KKM 75, jadi dilanjutkan ke siklus II. Pada tes siklus

II, ada 90% (27 siswa) yang mendapat poin> 75. Peningkatannya sekitar

43,4% dan peningkatan skor siswa dari tes-d sampai tes siklus II adalah 83,3%. Karena telah mencapai KKM, maka penelitian ini hanya sampai di

siklus II dan tidak dilanjutkan ke siklus selanjutnya. Dapat disimpulkan

bahwa strategi pembelajaran tindakan dapat meningkatkan keterampilan

berbicara siswa dan bekerja secara efektif dan efisien dalam membantu kemampuan siswa dalam berbicara di kelas VIII-A MTs Muhammadiyah

Limbung dan pembelajaran ini telah berhasil diterapkan dan mampu

meningkatkan kemampuan siswa dalam berbicara. .

Kata kunci: Strategi Pembelajaran Tindakan, Penelitian

Tindakan Kelas (PTK), keterampilan berbicara, pelajaran

bahasa Inggris.

Motto :

“WHATEVER YOU ARE, BE A GOOD ONE”

DEDICATION

A Thesis for My Beloved Family

Especially for

My Father,

My Strongest Mother,

My Brothers and Sister

My Bestfriend

ALSO,

For My Own Self

I Deserve this Billion Times

ACKNOWLEDGEMENT

Alhamdulillahi Rabbil’aalamiin, deepest gratitude would like to be

expressed to the Almighty God, the Merciful lord Allah SWT, the only one

creator who gives us and His endless blessing, guidance, inspiration, motivation

and health all the time in completing of writing this thesis. Sending shalawat and

salam to the best prophet Muhammad SAW will always be an obligatory deed for

to the ones considering themselves as ummah of prophet Muhammad SAW who

has brought Islam to our civilization.

Behind a person’s success, there’s must be a person giving great support.

So the success of this thesis indeed has some people contributing so much in

giving assistance, priceless assistance, corrections, suggestions, guidance and

support. Finally, it is undeniable that thesiswould never be perfect, as nothing is

perfect but the single creator who has created all things, including the universe,

the world and all material contained. Hence, the writer would like to express the

greatest thanks and appreciation to those people, they are:

1. The belovedparents, Drs. Muh. Syuja Syamsuddin, MM and Hj.Zakiyah

Yahya Maulana Tadjuddin who have given much love, motivation, prayer,

moral and financial supports all the time to finish this thesis.

2. Prof. Dr. H. Abd. Rahman Rahim, S.E.,M.M,asrector of Muhammadiyah

University of Makassar.

3. The first consultant Nurdevi Bte Abdul, S.Pd., M.Pd and the second

consultant Eka Prabawati Rum,S.Pd.,M.Pd who have given their valuable

time and patient, to support assistance and guidance to finish this thesis.

4. Erwin Akib, M.Pd., Ph.D,as Muhammadiyah University of Makassar Dean,

who has given a chance to complete education at Muhammadiyah University

of Makassar.

5. UmmiKhaeratySyam, S.Pd, M.Pdand Ismail Sangkala S.Pd., M.Pd, as

head and secretary of English Education Department at Muhammadiyah

University of Makassar.

6. The beloved brothers and sister, Munzir, Zaky, Balqis and all of my family

and relativesthat could not be mention here. Thanks for the love, help,

motivation, support and suggestion.

7. The beloved best friends, Dian, Fitrah, Aul, Heroes Class and all friends that

could not be mentioned here. Thanks for the help, support and suggestion.

8. Unforgotten gratitude to the Head Master and all the teachers of MTs

Muhammadiyah Limbung, especially the English teacher, Suhaedah, S.Ag

and also all of students at MTs Muhammadiyah Limbung who have

contributed as respondents of this research, without them this research will

never be accomplished.

Makassar, January 2020

Researcher

TABLE OF CONTENTS

TITTLE OF PAGE ........................................................................................ i

APPROVAL SHEET .................................................................................... ii

LEMBAR PENGESAHAN .......................................................................... iii

SURAT PERNYATAAN ............................................................................... v

SURAT PERJANJIAN .................................................................................vi

ABSTRACT ................................................................................................ vii

MOTTO ........................................................................................................ix

ACKNOWLEDGEMENT .......................................................................... xii

TABEL OF CONTENTS ..............................................................................xi

LIST OF TABLE ......................................................................................... xv

LIST OF FIGURE ...................................................................................... xvi

LIST OF CHART..............................................................................xvii

LIST OF APPENDICES ..................................................................xviii

CHAPTER I : INDRODUCTION ................................................................. 1

A. BACKGROUND .............................................................................................. 1

B. RESEARCH PROBLEM .................................................................................... 4

C. OBJECT OF THE RESEARCH ............................................................................. 4

D. SIGNIFICANCE OF THE RESEARCH ................................................................... 4

E. SCOPE OF THE RESEARCH .............................................................................. 5

CHAPTER II : REVIEW OF LITERATURE.............................................. 6

A. PREVIOUS OF RELATED STUDY ...................................................................... 6

B. CONCEPT OF SPEAKING ................................................................................ 8

1. DEFINITION OF SPEAKING...................................................8

2. ELEMENTS OF SPEAKING.....................................................9

3. FUNCTIONS OF SPEAKING...................................................11

4. CLASSROOM SPEAKING ACTIVITIES...................................12

C. CONCEPT OF ACTION LEAENING STRATEGY ........................... ......................14

1. DEFINITION OF ACTION LEARNING STRATEGY...............14

2. ELEMENTS OF ACTION LEARNING STRATEGY.................15

3. THE ADVANTAGES OF ACTION LEARNING ......................17

4. THE DISADVANTAGES OF ACTION LEARNING ................17

D. CONCEPTUAL FRAME WORK ....................................................................... 18

CHAPTER III : RESEARCH METHOD ................................................... 21

A. RESEARCH DESIGN ....................................................................................... 21

B. RESEARCH SUBJECT ...................................................................................... 24

C. INSTRUMENT OF THE RESEARCH .................................................................. 24

D. PROCEDURE OF COLLECTING DATA .............................................................. 25

E. DATA ANALYSIS TECHNIQUE ........................................................................ 28

1. SCORING STUDENTS SPEAKING SKILL...............................28

2. CALCULATING STUDENTS SCORE......................................30

CHAPTER IV : FINDINGS AND DISCUSSION ...................................... 32

A. FINDINGS ..................................................................................................... 32

B. DISCUSSION ................................................................................................. 38

CHAPTER V : CONCLUSION AND SUGGESTION ............................... 43

A. CONCLUSION ............................................................................................... 43

B. SUGGESTION ............................................................................................... 44

BIBLIOGRAPHY...............................................................................45

APPENDICES...............................................................................................48

LIST OF TABLE

Table 3.1English Speaking Skills Assasement Collects................28

Table 4.1 Students’ Score...............................................................32

Table 4.2 The Improvement of Students Speaking skill.................33

Table 4.3 The Percentage of Students Score..................................35

LIST OF FIGURE

Figure 2.1 Conceptual Framework ................................................................ 18

LIST OF CHART

Chart4.1 The percentage of students who successful got improvement

in speaking skill ............................................................ ...24

LIST OF APPENDICES

APPENDIX 1 :Diagnostic Test...........................................................48

APPENDIX 2 : Cycle I test.................................................................49

APPENDIX 3 : Cycle II test...............................................................50

APPENDIX 4 : Students’ D-Test Score.............................................51

APPENDIX 5 : Students’ Cycle I Score.............................................54

APPENDIX 6 : Students’ Cycle II Score...........................................58

APPENDIX 7 : The Result of Students’ Score...................................62

APPENDIX 8 : RPP 1.........................................................................65

APPENDIX 9 : RPP 2.........................................................................69

APPENDIX 10 : RPP 3.......................................................................73

APPENDIX 11 : RPP 4.......................................................................77

APPENDIX 12 : STUDENTS ATTANDANCE LIST.......................82

APPENDIX 13 : DOCUMENTATION.............................................83

CHAPTER I

INTRODUCTION

A. Background

In this era of Globalization, English Language is important for our lives. In

fact, English isan universallanguage that is a significant tool widely used in

communication among people all over the world. Globalization made the use of

English Language more widen. The ability to speak English property has been

one essential benchmark skills in the professional world.

Learning English in Junior High School are important given other than us a

preparation of the Globalization but as the provision of Junior High School

students to continue the higher education level. Teaching English language at

Junior High School also eventful,because language is crucial to students

development. It is the key for learning, communicating, and building

relationship with others.

As one of the basic skill of English, speaking has an important role in

language learning process. According to Fulcher(2003) said speaking is the verbal

use of language to communicate with others.Maxom (2009), stated that speaking

is the most important skill in English language teaching to be mastered in school.

Through speaking, students express their ideas, feelings and desires to others. In

schoolthe students learns how to speak English easier because there are teachers

and friends who can be their facilitators and pairs to practice English. So,

speaking is ability of people to communicate with other people by using verbal

1

18

language. Teachersresponsible to educate students from no knowledge to

sufficient English speaking environment. Mostly of teaching before the past few

decades, found the teacher tend to carry out the teaching process in the classroom

by applying traditional and monolingual principle ways of teaching. This shows

that teachers enrichments with appropriate ways of teaching atmosphere, that why

in teaching English as the second language by applying new and modified

fashions in order that the result of the teaching process would contribute more

input to reach statisfied learning outcome.Whole around the world recently, where

the people encourage that English as their target or second language used based on

whole interactions and communication holding the dominant role of every aspects

of their life. English is most widely used in teaching learning process of broader

educationaloccasions either formal or environment.

In this case, the students must study hard to master it and the teacher should

create a good atmosphere in the class. However, it is contrary to the real situation

in the class.

As the observation before, the researcher faced several problems related to

their speaking ability at the eighth grade students of MTs Muhammadiyah

Limbung. Speaking activities do not work in class because many factors prevent

students from speaking English with their friends. They are afraid to making

mistakes, of being laughed at by his or her friends and having lack of confidence

in their ability. The students also think that learning English is not interesting, this

is because the method or strategy that is used less creative.

19

Speaking is an activity use by someone to communicate with other. It is take

place everywhere and has become part of our daily activities. When someone

speaks, they interact and use the language to express their ideas, feeling, and

thought. They also share information to others trough communication. In some

situations, speaking is use to give instruction or to get things done. For example,

to describe things or someone, to complain about people’s behavior, asking and

giving services, and others. In the teaching and learning process, the teachers give

less attention to speaking. Therefore, if students do not learn how to speak or do

not get any opportunities to speak in the language classroom, they may soon lose

their interest in learning. Students, who do not develop strong oral skills during

this time, will find it difficult to keep face with their peers in later years.

Based on the characteristic of the problems, they can be solved by giving

appropriate technique. The researcher gives solutions to applying the technique in

speaking English, namely “Action Learning Strategy”. Action learning is a

process for bringing together a group of people with varied levels of skills and

experience to analyze an actual work problem and develop an action plan.Pedler

(2011) said that Action learning process attempts to achieve this blend through

giving rigour and to the cycle of learning and through using the positive powers of

small group, to substain this discipline and rhythm. The group continoues to meet

as actions are implemented, learning from the implementation and making mid-

course corrections. Action learning is a form of learning by doing. Learning is

done in groups where each groups is presented an action and dialogue by students

20

with attention to pronunciation, vocabulary, accuracy and fluency. This is done to

improve students speaking skills in daily life.

So, to overcome this problem, the researcher used the action learning strategy

to improve students’ speaking skills. Based on the descriptions above, the title of

this research was “Improving Students’ Speaking Skill by Using Action Learning

Strategy in English Lessom at The 8th Grade Students of MTs Muhammadiyah

Limbung”.

B. Research Problem

Based on the previous background, research problem of this research was

“can the use of Action Learning Strategy improve students’ speaking skill in

English lesson?”

C. Objective of the Research

Considering the research problemabove, objectiveof this research was to

findout whether or not the use of Action Learning Strategy improve students’

speaking in English lesson.

D. Significant of the Research

The significant of the researchwas expected to be useful for:

1. For the English teachers, the result of this research was expected to provide

them with an alternative technique to teach speaking. It is also expected to

motivate the teacher to be more creative, so the students will be more

enthusiastic in learning English in the class

21

2. For the students, the results of this research was expected to give them new

experience in English learning, especially in learning speaking, so they can

be more motivated to develop their abilities.

3. For the researchers, the result of this research was developed her experience

relate to her knowledge in research on education and English teaching,

especially for speaking.

E. Scope of the Research

It was necessary for the researcher to limitthe study. It was intended to avoid

a big problem area and helped her to focus on the research. Based on the

background and problemof research, this study focused on the use of Action

Learning Strategy to improve students’ speaking skill in English lesson. In

light of view, the researchwas conducted by focusing onvocabulary and

pronunciationtoimprove students’ speaking skill in English lesson of Eighth

Grade students ofJuniorHigh Schoolby using Action Learning Strategy.

22

CHAPTER II

REVIEW OF LITERATURE

A. Previous of Related Studies

The action learning strategy is one of learning strategy that usedto improve

the students’ achievement in the class. There are some similar research studies

that had been conducted before. The results of the research were described as

follows:

1. Armasita (2017) conducted a research at MTS PAB 1 Helvita. The

research was improving students speaking skill by using action learning

strategy. She found there wasimprovement of students in speaking skill

through action learning strategy and very effective to applied in teaching

and learning process. She ind-test, the students who got point >75 up were

4 students (9.09%). In the cycle I test students who got point >75 up were

30 students (68.18%). The cycle II test, students who got point >75 were

38 students (86.36%).

2. Irfan (2008) conducted a research at Madrasah Aliyah at-Taufiq Lisu

Barru Regency states that increasing the students’ speaking ability

through problem based learning strategy is an effective way because the

students have low confidence to speak because they are afraid of making

mistake, they have insufficient vocabulary, their grammatical knowledge

is still low, and their ability arrange sentence is poor. He reported that

23

90.5% of the students were increasing in speaking through problem based

learning strategy. He said that 97% were effective in speaking.

3. Muhammadong (2008) conducted on research on improving students’

speaking ability through inquiry-based learning strategy at the third year

students of SMP 1 Parigi, Gowa Regency. He reported that 95.5% of the

students were improved in speaking through inquiry-based learning

strategy. He said that 95% were effectively in speaking.

4. Cangara (1992) conducted a research at SMA 5 Ujung Pandang to expose

the effect of using picture on speaking. He reported that 97,5% of the

subject were interested in studying English by using picture. He said that

95% of the subject were positively affected their interest.

Based on the previous findings above the researcherexplained that this

research was different with Irfan’s, Muhammadong’s, and Changara’s

findings because their research concern to improve the students’ speaking

ability generally.

The other finding shows that this research was similar

toArmasita’sfinding because this research has some concerns in improving

the students’ speaking skill by using action learning strategyespecially in

vocabulary and pronunciation of the students.

So, the researcher concludes that all findings in previous research were

similar to improve students speaking skill, but they applied different method.

It means there are many methods can be used to improve students speaking

skill, one of the method is action learning strategy.

24

B. Concept of Speaking

1. Definition of Speaking

Speaking is the ability to produce words in language practice. Speaking is

an important skill that students have to master. It is because in speaking we

can know the students’ ability to produce the target language or English.

Speaking used to express thought a loud using the voice or talk. It means that

when someone interacts with other by using a language as a mean, certainly,

they want to convey something important.

According to Nunan (2003), speaking is the productive oral skill. It

consisted of producing systematic verbal utterances to convey meaning.

Teaching speaking is sometimes considered a simple process. Commercial

language schools around the world hire people with no training to teach

conversation. Although speaking is totally natural, speaking in a language

other than our own is anything but simple.

Chaney (1998) said that speaking is the process of building and sharing

meaning through the use of verbal and nonverbal symbols, in a variety of

contex.

Tarigan (1981) said themain point of speaking is for communicating, so

we have to convey the thinking and feeling effectively and the speaker must

understand the meaning to be communicated in order to make other people

understand what they are talking about. It meansthat people in the world have

speaking ability because speaking is an activity that we always do in every

25

time to communicate with other people and to make a good relationship in

society.

From the explanation above, the researcher concludes that speaking is a

process to convey and sharing ideas and feelings orally. Speaking involved

some skills such as vocabulary, pronunciation, accuracy and fluency.

Students need to master all of those elements. Speaking, especially in a

foreign language is a very necessary activity for all ages of learners because

from this activity people can understood what the other said who use a

foreign language too.

2. Elements of Speaking

Harmer (1991) categorized those things in six skills, they are:

a. Vocabulary

According to Webster (1983), vocabularies are list of word etc as

dictionary or glossary and all of words used a language or by a person group

etc.Hirai (2010) said, Vocabulary is the basis for the development of

language, very simply put, without knowing the vocabulary of language,

higher level language use (grammar, syntax, expository writing) was difficult,

if not impossible.

It is impossible to speak without mastering vocabulary. Therefore this

element is somewhat essential to learn before practicing speaking. The

students sometimes get trouble in memorizing all vocabulary that they have

known because they lack of practicing and used them. They need to practice

more to keep them in mind.

26

b. Pronunciation

Webster (1983) said, it is manner of pronouncing something articulate

utterance. Certainly we are relized that pronouncing is one of speaking

elements that have strong relation with vowel and consonant, stress and

intonation. It can be learned by way imitating and repeating. Therefore,

teacher of English should have a good standard of pronunciation in other that

the learner can imitate their teacher in teaching and learning process.

c. Grammar

Cook(2009) defines these types of grammar such as: Perspective grammar,

traditional grammar, structural grammar, and grammar as knowledge. Another

definition, that grammar is the study of language which deals with the forms

and the structure of words (phonology) and with the customary arrangements

in phrase and sentences (syntax).

d. Fluency

Fluency refers to how well a learner communicate meaning rather than

how many mistakes that they make in grammar, pronunciation, and

vocabulary. Fluency is often compared with accuracy. Therefore, fluency is

highly complex ration relate mainly to smoothness of continuity in discourse.

e. Comprehensibility

Comprehensibility is an ability to understand, know or get the speakers

point (message) to other or partner.

27

f. Self-confidence

Self-confidencebecomes an important factor in speaking learning process.

A student with a good grammatical and vocabulary master usually has a big

confidence to express idea, suggestion or answer the question.

3. Functions of Speaking

The master of speaking skills in English is a priority for many second and

foreign language learners. Several language experts have attemped to

categorize the function of speaking in human interaction.

According to Brown and Yule (2008), there are three function of speaking:

a. Talks as interaction

Speaking as interaction refers to the interaction which serves a primarily

social function. Whenpeople meet, they exchange greetings, engage in small

speaking and chit chat, recount recent experiences because they wish to be

friendly and to establish a comfortable zone of interaction with others. The

focus is more on the speaker and how they wish to presents themselves to teach

other.

b. Talk as performance

Speaking as performance refers to public speaking, it is talk which transmits

information before and audience such as morning talks, a public

announcements and speeches. Speaking as performance tends to be in form

monolog rather than dialogue, often follow a recognizable format and it is

closer to written language than conversational language.

28

c. Speaking as transaction

Speaking as transaction refers to situation where the focus is on the

message about what is said or achieved in order to make people understood

clearly and accurately.

4. Classroom Speaking Activities

Many of the classrooms speaking activities which are currently in use fall

at or near the communicative end of the communication continue. In this

section we will look at some of the most widely-used. According to Harmer

(2001), there are six classroom speaking activities :

a. Acting from a script

We can ask our students to act out scenes from plays and/or their

coursebooks, sometimes filming the results.Students will often act out

dialogues they have written themselves. This frequently involves them

incoming out to the front of the class.

b. Communication Games

Games which are designed to provoke communication between students

frequently depend on an information gap so that onestudenthasto talk to a

partner in order to solve a puzzle, draw a picture (describe and draw), put

things in the right order (describe and arrange), or find similarities and

differences between pictures.

c. Discussion

Some discussion just happen in the middle of lessons, they are

unprepared for by the teacher but if encouraged can provide some of the

29

most enjoyable and productive speaking in language class. Their success

will depend upon our ability to prompt and encourage perhaps to change

our attitude to errors and mistakes from one minute to the next pre-plan

discussion. On the other hand, depend for their success upon the way we

ask students to approach the task in hand.

d. Prepared Talks

A popular kind of activity is the prepared talk where studentsmake a

presentation on a topic of their own choice. Such are talks are not

designed for informal spontaneous conversation.

e. Questionnaires

Questionnaires are useful because by being pre-plan. They ensure that

both questioner and respondent have something to say each other.

Depending upon how tight designed they are, they may well encourage

the natural of certain repetitive language patterns and thus be situated in

the middle of our communication. Students can design questionnaires on

any topic that is appropriate. As they do so the teacher can actas a

resource to helping them in design process. The results obtained from

questionnaires can form the basis for written work, discussions, or

prepare talks.

f. Simulation and Role-Play

Many students derive great benefit from simulation androle-play.

Students stimulate a real life encounter (such a business meeting, an

encounter in an aeroplane cabin, or an interview) as if they were doing so

30

in the real world, either as themselves or with thoughts and feelings they

do not necessarily share. Simulation role-play can be used to encourage

general oral fluency, or to train students for specific situations especially

where they are studying ESP.

C. Concept of Action LearningStrategy

1. Definition of Action Learning Strategy

According to WIAL-World Institute for Action Learning (2015),

action learning is a new way of thinking, doing bussiness, and interacting

in teams. Action Learning is a process that involves a small group

working on real problems, taking action, and learning as individuals, as a

team, and as an organization. It helps us to develop creatuve, flexible,

and successful strategies to pressing problems.

Revan (1969) said Action learning is a dynamic process where a team

meets regularly to help individual members address real issues through a

highly structured, facilitated team process of reflection and action. Peer

accountability and visibility of plan execution are powerful motivators

that get results for the individual team member and meaningful

experiential learning for all.

Ruebling (2007) said Action Learning is a tool that brings vision and

action together, helping people and their organizations to the next level in

terms of production, development, recruiting and even retention (people

who are growing and learning rarely leave and organization).

31

The process of action learning helps participants learn how to learn by

dealing with real problems in the workplace. The strengths of action

learning that members of one set were experiencing relate to the team

building process: “expressing and resolving our feelings about the

process”, learning to handle critism: “being equal to one another and

being valued for our input, “getting feedback from others and bouncing

ideas of people extends the learning and helps to make changes”.

So the conclusion is Action learning is a process that requires

member of an organization to work together to solve problems through

action and reflection. It has potential to become a multi-purpose

organizational activity depending on the extent to which it is integrated

into the organization system and made central to the organizational

culture.

2. Elements of Action Learning Strategy

According to WIAL-World Institute for Action Learning (2015)

there are six components of action learning. The six components are :

1. A problem

The problem should be urgent, significant, and the responsibility of

the team to resolve.

2. An action learning group or team

The action learning team is ideally composed of 2-8 peoples.

32

3. A process of insightful questioning and reflective listening

Action learning tackles problems through a process of asking

questions to clarify the exact nature of the problem. Action is taken

after reflecting and identifying possible solution. Question build

group dialogue and cohesiveness, generating innovative and

systems thinking.

4. An action taken on the problem

Action learning requires that the group be able to take action on the

problem it is working on. If the group give recommendations only,

it loses its energy, creativity and commitment.

5. A commitment to learn

Solving an organization problem provides immediate, short-term

benefits to the company. The greater, longer-term strategic value to

the organization isthe learning gained by each group member and

the group as a whole as well as the application of the learning

throughout the organization.

6. An action learning coach

The action learning coach helps the team members reflect on both

what they are lerning and how they are solving problems. The

coach enables group member to reflect on how they listen. They

then reframethe problem, and give feedback on how the team plans

and work together. The action learning coach also helps the team

focus on what they find difficult, what process they employ, and

33

the implications of these processes on what they achieve. Whith

this information, teams can grow and become more cohesive.

3. The Advantages of Action Learning Strategy

Agustina (2016) states that there are seven advantages of action

learning strategy. They are:

1. Centred on learners.

2. Emphasis on finding knowledge, not accept knowledge.

3. Great fun.

4. Empower all learners senses potential.

5. Use varied method.

6. Using multiple media.

7. Tailored to existing knowledge.

4. The Disadvantages of Action Learning Strategy

Agustina (2016) states that there aretwo disadvantagesof action

learning strategy are:

1. Learners difficult orienting his thoughts, when not accompanied

by educators.

2. The disscussion was impressed in all directions or not focused.

D. Conceptual Framework

34

The conceptual framework of this researchcan be diagrammed as

follows :

Figure2.1. Conceptual framework

The conceptual framework above showsthe situation of English

teaching process in the classroom. It is how to improve students speaking

skill that focus onvocabulary andpronunciation by using action learning

strategy.According to Nunan (2003), speaking is the productive oral skill.It is

ACTION LEARNING STRATEGY

SPEAKING

CAR

(CLASSROOM ACTION RESEARCH)

CYCLE I

-PLANNING -ACTION

-OBSERVATION

-REFLECTION

THE IMPROVEMENT OF

STUDENTS’ SPEAKING SKILL

CYCLE II

-PLANNING -ACTION

-OBSERVATION

-REFLECTION

VOCABULARY PRONUNCIATION

35

consist of producing systematic verbal utterances to convey meaning. Chaney

(1998) said that speaking is the process of building and sharing meaning

through the use of verbal and nonverbal symbols, in a variety of

context.Teaching speaking is sometimes considered a simple process.

Commercial language schools around the world hire people with no training

to teach conversation. Although speaking is totally natural, speaking in a

language other than our own is anything but simple.

Based on the observation before, the researcher faced several problems

related to theis speaking ability. Speaking activities do not work in class

because many factors prevent students from speaking English with their

friends. They are afraid to making mistakes, of being laughed at by his or her

friends and having lack of confidence in their ability. The students also think

that learning English is not interesting, this is because the method or strategy

that is used less creative.

Therefore, the researcher wants to overcome the problems by using

Action learning strategy in the speaking class.Ruebling (2007) said Action

Learning is a tool that brings vision and action together, helping people and

their organizations to the next level in terms of production, development,

recruiting and even retention.According to WIAL-World Institute for Action

Learning (2015) action learning is a new way of thinking, doing bussiness,

and interacting in teams. Action Learning is a process that involves a small

group working on real problems, taking action, and learning as individuals, as

a team, and as an organization. Action learning is presented in an interesting

36

way which can stimulate students and to develop ideas of thinking and

speaking skills by doing conversation activity. It helps us to develop creative,

flexible, and successful strategies to pressing problems. WIAL(2015) also

said that action learning is effective for solving problems and made the

participants to be more creative, think critically, and work collaboratively.

The researcher chose this strategy because it fun and interested. The

students would get more opportunity to explore their speaking and it would

help them to improve their speaking skill. Besides, this strategy also can

motivate them to be more active during the teaching and learning process. So,

this strategy expect to solve problems to improve students speaking skill in

terms of vocabulary and pronunciaton and give positive changes in the

teaching and learning process after applying this strategy in the Eight Grade

students of MTs Muhammadiyah Limbung.

37

CHAPTER III

RESEARCH METHOD

A. Research Design

This research used Classroom Action Research(CAR). Classroom is a

methodof finding out whatthebest way in the classroom. So, we can improve

students’ ability in learning process. This aim of classroom action research is

to improve the teachers’ teaching their own classroom or school. While there

is no requirement that the findings be generalized to other situation, the results

can add toknowledge base.

Classroom action research reflection to activity which is intentionally

appear and happened in class. In here, the researcher uses a ClassroomAction

Research (CAR) designed by Kemmis and McTaggart (1988) model that

consist of four steps, namely: planning, action, observation, and reflection.

38

Figure 3.1. Action Research Spiral, Model By Kemmis and

McTaggart

The procedures of research are performs by administrating two cycles.

Each cycle contain four steps which are planning, action, observation, and

reflection.

B. Research Subject

The classroom action research was conducted in the Eighth Grade

Students of MTs Muhammadiyah Limbung that consist of 30 students.

39

C. Instrument of the Research

The instruments of this researchwere:

1. Observation: it used to collect data about students activities in teaching

and learning process. The type of observation had beenused in this

research is direct observation.

2. Test: it used to getting data

-Diagnostic test : used to measure the ability of students before

implementation of action learning strategy.

-Cycle I test : used to measure the improvement of students

after implemantation of action learning

strategy in cycle I.

-Cycle II test : used to measure the improvement of students

after implementation of action learning

strategy in cycle II.

D. Procedure of Collecting Data

The procedure of this research is performed by administrating two

cycles. Each cycle contained four steps which are planning, action,

observation, and reflection. Before the cycle I begin, the diagnostic test

given to students to know the students speaking skill in Englis lesson.

1. Cycle I

a. Planning

1. The teacher prepared speaking materials that given to the students.

40

2. The teacher made lesson plan based on curriculum after getting the

problems.

3. The teacher prepared test for students in cycle I.

b. Action

1. The teacher divided the class students in pairs.

2. The teacher gave one issue to students for makes dialogue.

3. Students discussed with their partner to create a dialogue based on

the topic.

4. After 20 minutes, the teacher asked each pair to practice the

dialogue in front of other friends.

5. The teacher corrected students’ mistakes and provided

reinforcement of the material.

6. The teacher provided opportunities for students to ask.

7. Each end of the meeting the teacher gave homework to based on

the topic

c. Observation

1. The teacher did evaluation to know the students’ improvement.

2. The teacher gavethe students’ chance for giving suggestion to

complete the action research.

d. Reflection

After collected the data, the researcher evaluated the teaching-

learning process. Then, the researcher reflected herself by seeing the result

of the observation, teaching learning process of speaking using Action

41

Learning Strategy was good to imply in teaching learning process or not.

First plan was unsuccessful, the researcher made the next plan (re

planning) to get a good result.

2. Cycle II

Cycle II was done after cycle I. The researcher should see the

students’ result of their speaking ability and absolutely in different ways to

get improvement of the students’ ability in speaking.

a. Re- Planning

The activities were done in these stages as follows:

1) The teacher evaluated the result of reflection, discussed and found the

improvement to be applied for the next learning process.

2) The teacher designed the lesson planning of cycle II

3) The teacher repaired the weakness of the action in the first cycle.

4) The teacher prepared a test for the students

b. Action

The teacher used Action Learning Strategy.

There stepswere as follow:

1) The students payed attention their mistakes in the first cycle that

the teacher has explained.

2) The teacher gave a material about dialogue that relates about the

topic which their learn every meeting

3) Teacher gavetext to students that realting with material that they

have learn.

42

4) Students discussed with their partner.

5) The students practiced it in front of class with their group.

c. Observation

In this phase, the teacher observed the situation of teaching

learning and the students’ activities in teaching learning process, and

speaking test gave at the end of second cycle. The teacher evaluated the

students’ achievement in speaking English.

d. Reflection

Reflection was done to see the whole second cycle action process.

The researcher analyzed second action as consideration matter whether

cycle has reached success criteria bases on test result and observation.

In the second cycle, the researcher made the conclusion about

implementation of Action Learning Strategy in improving students’

vocabulary and pronunciation in speaking at VIII.A Class of students at

MTs.Muhammadiyah Limbung, Kabupaten Gowa.

E. Data analysis Technique

The data in cycle I collect through the following steps:

a. Scoring Students Speaking Skills Use Quantitative data

In collecting the data, the researchertested students by asking

them to give report orally either in individual test or group test based

on the topic given. The timegiven was ninety minutes. In scoring the

data of speaking test, the researcher used the category that evaluates

for criterions. Each categoryscored 50 points. So for all

43

categoriesstudents would get 100 points. Every aspect of speaking

wasarranged from 0-50. The categories are vocabulary and

pronunciation.This table design by M. Finocchiaro and Sako (1983) :

Table3.1English Speaking Skills Assasement Collects.

N

o

Categories Aspects Rang

e

Scor

e

1 Vocabulary

a. Unsatisfactory Verylimitvocabularymak

e comprehension quite

difficult

1-15

b. Fair Frequent uses wrong

speech limit to simple

vocabulary

16-25

c. Good Sometimes uses

inappropriate terms

about language because

of inadequate vocabulary

26-35

d. Very good Rarely has trouble 36-50

2 Pronunciation

a. Unsatisfactory Had to understand

because of sound, accent,

pitch, difficult,

incomprehensible

1-15

b. Fair Error of basic

pronunciation

16-25

c. Good Few noticeable errors 26-35

44

d. Very good Understandable 36-50

Total Score 100

b. Calculating the students’ score

According to Gay (2012) the mean score of students’ speaking test by used

the following formula :

Where:

X = the mean of the students score

∑X = the total score

N = the member of the students

In order to categories the member of master students, the researcher used

the following formula:

Where:

P = The percentage of students who get the point 75

R = The number of students who get point up to 75 above

T = The total of students whodo the best

Then, after getting mean of students’ score in action, the researcher was

identifiedwhether or not there might have students’ improvement score on

X = ∑𝑋

𝑁

P = 𝑅

𝑇 x 100%

45

speaking skill from d-testand test score in cycle I and cycle II. In analyzed

that, the researcher used the formula:

Where:

P = Percentage of students improvement

y = D-test result

y1 = Cycle 1 test result

Where:

P = Percentage of students improvement

y = D-test result

y2 = Cycle 2 test result

P = 𝑦1−𝑦

𝑦 x 100%

P = 𝑦2−𝑦

𝑦 x 100%

46

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter reports the findings of the research and discussion. The

findings provide the significance and the development of the speaking vocabulary

and pronunciation through the implementation of Action Learning Strategy.

Meanwhile, the discussion provides the interpretation of the research data gained

during the research including the researcher’s notes.

A. Findings

During the research, the researcher gained some findings that cover the

improvement of the students’ speaking vocabulary and pronunciation as well as

their activeness in the teaching and learning process in class VIII-A at MTs

Muhammadiyah Limbung. These findings were to cover the answers of the

problem statements aimed to improve the students’ speaking skills in vocabulary

and pronunciation.

The data of this study was quantitative data. The quantitative data were

taken from the mean of students score in some tests. This research was

conducted in VIII-A class with 30 students. This research was accomplished in

two cycles. Each cycle consisted of four steps of action research (planning,

action, observation, and reflection). The first cycle including d-test conducted in

five meetings, and the second cycle was conducted in four meetings. In the last

meeting of each cycle, the students were taken tests,cycle I testand cycle II test.

47

The data were taken from the tests result in the class, which was carried out

in two cycles, there was nine meetings were conducted. The test was given to

students in forms of d-test, cycle I test and cycle II test.

Table 4.1.Students’ score

Indicators

Students score

D-test Cycle I Cycle II

Vocabulary

20

36.7

38

Pronunciation

24

37

38.9

Total

44

73.7

76.9

The table above indicates that there was improvement of the students’

speaking that focused on vocabulary and pronunciation from diagnostic-test to

cycle I and cycle II (Diagnostic-Test < cycle I < cycle II). In diagnostic test,

students’ score in vocabulary was 20. After implementation action learning

strategy in cycle I, students score in vocabulary higher than diagnostic test and it

was 36.7. Students’ score in cycle II alsohigher than cycle I, it was 38. It means

there was improvement in students’ vocabulary.In diagnostic test, students’ score

in pronunciation was 24. It was improved after implementation action learning

strategy in cycle I, students’ score was 37. And students’ score in cycle II higher

than cycle I, it was 38. It means there was improvement in students’

pronunciation.

From the table above, the mean score of students in vocabulary and

pronunciation in diagnostic test was 44. It was improved after implementation of

action learning strategy in cycle I, the score was 73.7. Students’ mean score in

48

cycle II was higher than cycle I, it was 76.9. it means there was significant

improvement of students’ speaking skill in vocabulary and pronunciation during

this research.

The improvement of the students’ speaking dealing with vocabulary and

pronunciation at the eighth grade students’ of MTs Muhammadiyah Limbung can

be seen clearly in the following table:

Table 4.2: The Improvement of the Students’ Speaking skill

Indicators

Students improvement

D-test to

cycle I

Cycle I to

cycle II

D-test to

cycle II

Vocabulary

16.7

1.3

18

Pronunciation

13

1.9

14.9

Total

29.7

3.2

32.9

From the tableabove showed that there was improvement of the students’

speaking that focused on vocabulary and pronunciation from diagnostic test to

cycle I test, from cycle I test to cycle II test, and from diagnostic test to cycle II

test. The improvement of students’ vocabulary was very significant, in diagnostic

test to cycle I test was 16.7, in cycle I to cycle II was 1.3, and in diagnostic test to

cycle II test was 18. The improvement of students pronunciation also very

significant. The improvement from diagnostic test to cycle I test was 13, from

cycle I to cycle II was 1.9, and from diagnostic test to cycle II test was 14.9.

The table above showed the total improvement of students’ speaking skill

49

in vocabulary and pronunciation. It showed the students’ achievement in cycle II

was the highest (Cycle II > Cycle I > Diagnostic- test). Total improvement in

vocabulary and pronunciation from diagnostic test to cycle I test was 29.7, from

cycle I to cycle II was 3.2, and from diagnostic test to cycle II test was 32.9.

After applicated the formula, the researcher found the percentage ofstudents

speaking score improvementin terms of vocabulary and pronunciation from

diagnostic test, cycle I test, and cycle II test can bee seen by considering the result

of the students’ Diagnostic Test and the students’ achievement after taking action

in cycle I test and cycle II test through the application of action learning strategy

in teaching and learning process.

Table 4.3The Percentage of Students Score

TESTS

Unsuccessful got score >75 Successful got score >75

Freq Percentage % Freq Percentage%

D- test 28 93.3% 2 6.7%

Cycle I test 14 46.7% 16 53.3%

Cycle II test 3 10% 27 90%

From the table above, the percentage of students score ind-test, there

was only 6.7 % (2 students) who successful got score>75 and there was

93.3% (28 students) who unseccessful got score>75 .

50

Inthe cycle I test there was 53.3 % (16 students) who got score>75 and

there was 46.7% (14 students) who unsuccessful got score>75. Because the

target was not achievedin the cycle I, the researcher worked hard in the

cycle II to reach the target( score>75) and tried to evaluate the weakness in

the cycle I. After tested and observed in thecycle II, the students’ speaking

skill in vocabulary and pronunciation has a good improvement.

Thecycle II test,therewas90%(27 students) who got score>75 and there

was 10% (3 students) who unsuccessful got score >75. It means the targer

score >75 was achieved in cycle II.

From the explanation above, there was improvement of result of

the students score who successful got score >75 from D-test to Cycle I

test, cycle I to cycle II test, and D-test to cycle II test. From D-test, there

was 2 students or only 6.7% students from 30 students in class that

successful got score >75 . In cycle I there was 16 students or 53.3%

students from 30 students in class that successful got score >75. In cycle

II test there was 27 students or 90% students from 30 students in class

that successful got score >75.

So, the improvement of students score from D-test before

implementation of action learning strategy to cycle I test after

implementation action learning strategy was 46.6% or 14 students. The

improvement of students score in cycle I test to cycle II test was 36,7% or

11 students. And the improvement of students score in D-test to cycle II

test was 83.3% or 25 students. And finally until the end of test there are

51

27 students or 90% from 30 students in class that successful got score >75

and only 3 students or 10% from 30 students in class that unsuccessful

got score >75 until the end of reseach.

To see clearly the percentage of students who successful got

improvement in speaking skill before implementation action learning

strategy (d-test) and after implementation action learning strategy (cycle I

and cycle II), the following chart was presented:

Chart 4.1 The percentage of students who successful got

improvement in speaking skill

The chart above showed in diagnostic test, there was only 6.7%

from 30 students successful got score >75.There was significant

improvement in cycle I, 53.5% from 30 students successful got score >75.

And in cycle II was 90% from 30 students successful got score >75. It

means that cycle II was higher (90%) than cycle I (73.7%) and diagnostic

test(6.7%) or cycle II > cycle I > diagnostic test. It also showed that the

0

10

20

30

40

50

60

70

80

90

100

Diagnostic Test

Cycle I test

Cycle II test

52

result of Diagnostic-Test is the lowest mean score achievement.

B. Disscussion

This research was conducted to find out whether or not the use of

action learning strategy improve students’ speaking skill in English

lesson. The action learning strategy was one of the strategies that could be

used by the teacher in teaching English to improve the students’ ability in

speaking. It could be seen in findings of this research

Before taking a classroom action research through “Action learning

Strategy”, the researcher hold diagnostic test to measure the students’ prior

knowledge in English speaking. After gave D-test, the researcher found that

the students’ speaking vocabulary and pronunciation at the first year

students of Mts Muhammadiyah Limbung was very poor, so it must be

improved.

1. The percentage of students score in D-Test

In D-test the researcher found the percentage of the students score from

the formula that had been choosen before.The students’ speaking skill in

English lesson at D-test was still low. From the criteria 2 students successful

got score>75 or it was only 6.7%. In other side 28 students unsuccessful got

score>75 or it was 93.3%. It could be concluded that the students’ speaking

skill in English lesson was still low.

2. The percentage of students score in Cycle I test

In cycle I the researcher found the percentage of the students score

53

from the formula that had been choosen before. From the students speaking

skill in Englis lesson at cycle 1 test, there was 16 students got successful

got >75 or it was 53.3%. The other side 14 students unsuccessful got

score>75 or it was 46.7 %. Cycle I test is categorized unsuccess. The result

of standard of success criteria (SKM) minimum was >75 score.

Because of the target was not achieved in the cycle I, the researcher

worked hard in the second cycle to reach the target( score>75) and try to

evaluate the weakness in the cycle I. After testing and observing in thecycle

II, the students’ speaking skill in vocabulary and pronunciation has a good

improvement.

3. The percentage of students score in Cycle II test

In cycle II the researcher found the percentage of the students score

from the formula that had been choosen before. From the table of

analysis, the students’ speaking skill in English lesson increased. From

the criteria 27 students success got score>75 or it was 90%. In the other

side 3 students got failed or unseccessful got score>75 or it was 10%. It

could be concluded that the students’ ability in speaking increased.

Cycle II test was categorized success. Because of the target score has

been achieved, the research is not continued to the cycle III.

From the explanation above, there was improvement of result of

the students score who successful got score >75 from D-test to Cycle I

test, cycle I to cycle II test, and D-test to cycle II test. From D-test, there

was 2 students or only 6.7% students from 30 students in class that

54

successful got score >75 . In cycle I there was 16 students or 53.3%

students from 30 students in class that successful got score >75. In cycle

II test there was 27 students or 90% students from 30 students in class

that successful got score >75. So, the improvement of students score from

D-test to cycle I test was 46.6% or 14 students. The improvement of

students score in cycle I test to cycle II test was 36,7% or 11 students.

And the improvement of students score in Dtest to cycle II test was

83.3% or 25 students. And finally until the end of test there are 27

students or 90% from 30 students in class that successful got score >75

and only 3 students or 10% from 30 students in class that unsuccessful

got score >75 until the end of reseach.

Based on the explanation above, the researcher concluded that the

finding of this research prove the statement from WIAL-World Institute

for Action Learning (2015) that stated action learning is effective for

solving problems and made the participants to be more creative, think

critically, and work collaboratively. The researcher agree with the

statement because the finding of this research showed that the students’

ability in speaking improved and become well in the first meeting to the

next meting by applying Action Learning Strategy. It was improved

because of the teacher knew how to control the class and created the class

to be active. Besides that, the action learning strategy helped the students

to understand the subject easily. So, this research showed that action

learning strategy worked effectively and efficiently in helping students’

55

ability in speaking at VIII-A grade of MTs Muhammadiyah Limbung and

this learning has apllied successfully and able to improve students’ ability

in speaking.

This research finding alsosimilar to Armasita (2017) that reported

there was80% effective to use action learning strategy to impove

students’ speaking skill, but the finding of this research was higher and

90% more effective.There was also a lot of previous of related studies

that found similar finding but used different method. Irfan (2008)

reported that 90% of the students were increaseing in speaking through

problem based learning strategy. He said that 97% were effective in

speaking.Muhammadong (2008) also reported that 95.5% of the students

were improved in speaking through inquiry-based learning strategy. He

said that 95% were effectively in speaking.Cangara (1992) also reported

that 97,5% of the subject were interested in studying English by using

picture. He said that 95% of the subject were positively affected their

interest.

Based on the perception above, the researcher concludedthat all the

findings was similar that improving students speaking skill but they applied

different method. It means there was a lot of effective method to improve

students’ speaking skill in learning and teaching process. One of methods is

Action Learning Strategy.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis in chapter IV, the conclusion was drawn

as following:

1. Action learning strategy can improve students’ speakingability showed

by the students’ score. Furthermore, from the students’ response

toward the teaching and learning activity during CAR. It can be

concluded that the students like action learning strategy. It proven by

their participation in the class conversations, discussions, performs in

front of the class pronunciation andvocabularyin English lesson.

2. The students were more active and participated inteaching-learning

process of speaking. Therefore, action learning strategy can be

alternative strategy for teacher in teaching speaking which can

improve and keep their speaking. In the first test (d-test) only 2

students of 30 students (6.7%) successful passed the KKM 75.In the

second test (cycle I test) the students who got the score up 75 or passed

KKM were 16 students of 30 students (53.3%). In the third test (cycle

II-test) the students who successful passed KKM 75 were 27 students

of 30 students (90%).

3. The result showed the increasing of students’ score from the d-test to

cycleII test. In the d-test, there was only 6.7 % (2 students) who got

point >75. Inthe cycle I test there was 53.3 % (16 students) who got

43

58

point>75. It means that therewasincreasing46.6%.Thecycle II

test,therewas90%(27 students) who got point >75. The increasing was

about 43.4 % and the total increasing of students’ score from d-test until

cycle II test was 83.3 %. It can be concluded that action learning strategy

worked effectively and efficiently in helping students’ ability in speaking

at VIII-A grade of MTs Muhammadiyah Limbung and this learning has

apllied successfully and able to increased students’ ability in speaking.

B. Suggestion

In this part, the researcher would like to give some suggestions

to be considered by English teacher asfollows:

a. Action learning strategy would be very helpful to improve

students’ skill in speaking, so the teacher needs to maintain using

action learning strategy as alternative technique of the teaching

process in junior highschool.

b. The teacher should give clear explanation and instruction in

directing her students using action learningstrategy.

c. The teacher should control the students’activities.

Finally, the researcher realizes that this research still have some

weakness and mistakes. Therefore, the researcher would like to accept

any constructive suggestion to make research better.

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59

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Arikunto. (2013). Metode Penelitian Sebuah Kelas Secara Bersama (Class Action

Research).

Armasita. (2017). Improving Students’ Speaking Skill by Using Action Learning

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61

APPENDIX 1

INSTRUMENT

Diagnostic Test

ACTIVITY : SPEAKING TEST

TIME : 1 x 45 Menit

INSTRUCTION: Do as what the instruction says!

1. Please introduce yourself in front of the class?

2. Do in pair and ask your friends’ respond about the following situation:

-If you have a problem, where do you always share your problem? Why?

62

APPENDIX 2

CYCLE I TEST


TIME : 1 x 45 Menit

Do in pair!

1. What do you know about Congratulation?

2. Make a dialogue about congratulation, and practice in front of class!!!

3. If your friend invites you to come to his house but you have home work.

And what will you do?

63

APPENDIX 3

CYCLE II TEST


TIME : 1 x 45 Menit

1. Discuss with your group and explain what the Advantages and

disadvantages of watching TV, and report orally in front of class.

WATCHING TV

APPENDIX 4

STUDENTS’ D-TEST SCORE

The researcher gave test before implementation of action learning

strategy. The following tableis

Table. Students D-Test Score

64

NO

Name

D-TEST

Score Successful Criteria

(>75)

1 Student 1 48 Unsuccessful








9 Student 9 76 Successful












65











Total ∑X 1332

The mean score 44

From the table of D-test, the total score of students was 44 and the

number of students who took the test was 30 students, so the students’ mean

was:

X = ∑𝑋

𝑁

X = 1332

30

X = 44

From the table above, students’ speaking skill in English lesson

was still very low. The mean score of students was 44To know the

students’ who were competent was calculated by applying the

formulabelow:

P = 𝑅

𝑇 x 100%

66

P1 = 28

30 x 100 % = 93,3 %

P2 = 2

30 x 100% = 6,7 %

Table .Distribution of Students’ Speaking skill in English Lesson for

D-test

Criteria Total Students Percentage

P1 Unsuccessful 28 93,3%

P2 Successful 2 6,7%

From the table analysis above, the students’ speaking skill in

English lesson at D-test was still low. From the criteria 2 students got

successful score or it was only 6,7%. In other side 28 students got

unsuccessful score or it was 93,3%. it could be concluded that the

students’ speaking skill in English lesson was still low.

APPENDIX 5

STUDENTS’ CYCLE I SCORE

The researcher gave test until implementation action learning strategy at the

end of cycle I. The result was :

Table.Students’ Cycle I Test

NO

Initial Name

CYCLE I

TEST

Score Successful Criteria (>75)

67























68









Total ∑X 2213

The mean score 73.7

From the table of cycle I test, the total score of students was 2213

and the number of students was 30 students, so the students’ mean was:

X = ∑𝑋

𝑁

X = 2213

30

X = 73.7

From the analysis above, students’ speaking skill in English

lesson got increasing. The mean of students score was 73.7. And the

69

number of students’ who were competent in speaking test was calculated

by applying the following formula:

P = 𝑅

𝑇 x 100%

P1 = 14

30 x 100 % = 46.7 %

P2 = 16

30 x 100% = 53.3 %

Table.Distribution of Students’ Speaking skill in English Lesson for

Cycle I test


P1 Unsuccessful 14 46,7 %

P2 Successful 16 53,3 %

The mean students was 73.7. 16 students got successful or it was

53.3%. The other side 14 students got failed score or it was 46.7 %. Cycle

I test is categorized unsuccess. The result of standard of success criteria

(SKM) minimum was >75 score.

Then, after getting mean of students’ score in action, the researcher

was identified whether or not there might have students’ improvement score

on speaking skill from d-testand test score in cycle I.

In analyzed that, the researcher used the formula:

P = 𝑦1−𝑦

𝑦 x 100%

P = 73.7−44

44 x 100%

70

P = 29.7

44 x 100%

P = 0.675 x 100%

P = 67.5%

The percentage of students improvement from d test to cycle I was 67.5%

APPENDIX 6

STUDENTS’ CYCLE II SCORE

Because of the target was not achieved in the cycle I, the researcher

worked hard in the second cycle to reach the target (score >75) and try to

evaluate the weakness in the cycle I. After testing and observing in thecycle II,

the students’ speaking skill in vocabulary and pronunciation has a good

improvement. The result was :

Table.Students Cycle II test Score

71

NO

Initial Name

CYCLE II

TEST

Score Successful Criteria (>75)





















72











Total ∑X 2307

The mean score 76.9

From the table, the students’ speaking skill in English lesson was

increased on the topic “Personal life” through action learning strategy. The

standard of maximum criteria was achieved with mean 76,9 from the total score

of students was 2307 divided the number of students who done the test was 30

students. So the students mean was :

X = ∑𝑋

𝑁

X = 2307

30

X = 76.9

From the analysis above, students’ speaking skill in English lesson has

increased. The mean of students was 76,9 and the number of students’ who

73

were competent in speaking test was calculated by applying the following

formula:

P = 𝑅

𝑇 x 100%

P1 = 3

30 x 100 % = 10 %

P2 = 27

30 x 100 % = 90 %

Table.Distribution of Students’ Speaking skill in English Lesson for

Cycle II test


P1 Unsuccessful 3 10%

P2 Successful 27 90%

From the table of analysis, the students’ speaking skill in English lesson

increased. The mean of students was 76,9. From the criteria 27 students got

success score or it was 90%. In the other side 3 students got failed score or it

was 10%. It could be concluded that the students’ ability in speaking increased.

Cycle II test was categorized success.

Then, after getting mean of students’ score in action, the researcher

was identified whether or not there might have students’ improvement score

on speaking skill from d-testand test score in cycle II.

In analyzed that, the researcher used the formula:

P = 𝑦2−𝑦

𝑦 x 100%

P = 76.9−44

44 x 100%

74

P = 32.9

44 x 100%

P = 0.74 x 100%

P = 74%

The percentage of students improvement from d test to cycle II was 74%

APPENDIX 7

THE RESULT OF STUDENTS SCORE

This is the result of students’ score in speaking skill in tems vocabulary and

pronunciation. The result was :

Table. Students score

N Initial D-TEST CYCLE I TEST CYCLE II TEST

75

O Name S

c

o

r

e

Successful

criteria

(>75)

S

c

o

r

e

Successful

criteria (>75)

S

c

o

r

e

Successful

criteria

(>75)

1 Student 1

48 Unsuccessful 75 Successful 80 Successful

2 Student 2

35 Unsuccessful 50 Unsuccessful 75 Successful

3 Student 3


4 Student 4


5 Student 5


6 Student

6


7 Student

7

45 Unsuccessful 55 Unsuccessful 70 Unsuccessful

8 Student 8


9 Student 9

76 Successful 81 Successful 85 Successful

10 Student 10


11 Student 11


12 Student

12


13 Student 13

77 Successful 80 Successful 85 Successful

14 Student 14


15 Student

15


16 Student

16


17 Student 17


18 Student 18


76

19 Student 19


20 Student 20


21 Student

21


22 Student 22


23 Student 23


24 Student 24


25 Student 25

44 Unsuccessful 65 Unsuccessful 70 Unsuccessf

ul

26 Student

26


27 Student

27


28 Student 28


29 Student 29


30 Student 30


Total ∑ 1332 2213 2307

The Mean

Score 44 73.7 76.9

77

APPENDIX 8

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP 1)

NAMA SEKOLAH : MTs Muhammadiyah Limbung

MATA PELAJARAN : BAHASA INGGRIS

KELAS / SEMESTER : VIII (Delapan) / 1 (satu)

PERTEMUAN KE : 1 DAN 2 SIKLUS PERTAMA

WAKTU : 2 x 45 Menit

SKILL : SPEAKING

A. STANDAR KOMPETENSI

3.1Mengungkapkan makna dalam percakapan transaksional dan

interpesional lisan pendek sederhana untuk berinteraksi dengan lingkungan

sekitar.

B. KOMPETENSI DASAR

3.2 Memahami dan merespon percakapan transaksional ( to get things

done ) dan interpersional ( bersosialisasi) sederhana dengan menggunakan

ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi

dengan lingkungan sekitar yang melibatkan tindak tutur : mengundang,

menerima, dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan

member selamat.

A. INDIKATOR

a. Menggunakan tindak tutur bertanya atau mngungkapkan ajakan.

b. Menggunakan tindak tutur menjawab dalam menerima ajakan.

c. Menggunakan tindak tutur menjawab dalam menolak ajakan.

B. TUJUAN PEMBELAJARAN

a. Siswa mampu menggunakan tindak tutur bertanya atau

mengungkapkan ajakan dalam kehiduan sehari-hari.

b. Siswa dapat menggunakan tindak tutur menjawab dalam menerima

ajakan dalam kehidupan sehari-hari.

c. Siswa dapat menggunakan tindak tutur menjawab dalam menolak

ajakan pada percakapan sehari-hari.

Nilai karakter yang ditanam: dapat dipercaya, respect dan tekun.

78

C. MATERI PEMBELAJARAN

Communication : Making, Accepting and Refusing an invitation.

- Making an invitation.

Rudy : I’m going to visit my uncle in Sukamandi on

Sunday. Would you like to come?

Andi : Oh yes, I’d love to. Ive never been to

Sukamandi.

- Accepting an invitation

A : I’d like to invite you to dinner this Saturday.

B : thank you, I’d love to.

- Refusing an invitation

A : I’d like to invite you to a parti next Friday.

B : I’m awfully sorry, but I have other plans.

D. METODE PEMBELAJARAN

- Action Learning Stategy

E. KEGIATAN PEMBELAJARAN

a. Kegiatan awal

- Salam dan tegur sapa

- Mengabsen siswa

- Menanyakan materi pertemuan sebelumnya dan yang akan

berlangsung.

b. Kegiatan inti

- Guru menjelaskan materi “Making, Accepting, and Refusing an

invitation”.

- Guru memberikan beberapa contoh tentang “Making, Accepting

and Refusing an invitation”.

- Siswa diminta menyebutkan ungkapan yang telah dipelajari.

- Siswa diminta membuat dialog dengan menggunakan ungkapan-

ungkapan “ Making, Accepting and Refusing an invitation”.

- Siswa mempraktekkan contoh dialog yang mereka buat di depan

kelas.

c. Kegiatan akhir

- Menanyakan kesulitan selama PBM.

- Menyimpulkan materi pelajaran.

- Memberikan tugas kepada siswa.

- Menutup pertemuan.

F. SUMBER MATERI

79

- Buku yang relevan “English For Communication for SLTP”.

- Buku paket lain yang relevan

- Internet

G. EVALUASI/PENILAIAN

1. Teknik : Tugas Performance

2. Bentuk Instrument : Uraian Singkat

H. RUBRIK PENILAIAN

Aspek yang dinilai adalah Vocabulary and Pronciation dengan nilai

maksimum 100 dan rubric penilaian sebagai berikut:

N

o


e

Scor

e

1 Vocabulary

e. Unsatisfactory Verylimitvocabularymak


difficult

1-15

f. Fair Frequent uses wrong


vocabulary

16-25

g. Good Sometimes uses

inappropriate terms



26-35

h. Very good Rarely has trouble 36-50

80

2 Pronunciation

e. Unsatisfactory Had to understand


pitch, difficult,

incomprehensible

1-15

f. Fair Error of basic

pronunciation

16-25

g. Good Few noticeable errors 26-35

h. Very good Understandable 36-50

Total Score 100

Makassar, October 2019


NIM.10535652115

APPENDIX 9


( RPP 2)

NAMA SEKOLAH : MTs Muhammadiyah Limbung



81

PERTEMUAN KE : 3 DAN 4 SIKLUS PERTAMA


SKILL : SPEAKING


3. Mengungkapkan makna dalam percakapan transaksional dan

interpesional lisan pendek sederhana untuk berinteraksi dengan lingkungan

sekitar.

B. KOMPETENSI DASAR

3.1 Mengungkapkan makna dalam percakapan transaksional ( to get things

done) dan interpersional ( bersosialisasi) resmi dan berlanjut (

sustained ) dengan menggunakan ragam bahasa lisan secara akurat,

lancar dan berterima dalam konteks kehidupan sehari-hari dan

melibatkan tindak tutur bertanya dan memberi, menolak jasa, meminta,

memberi, menolak barang, mengakui, mengingkari fakta, dan meminta

dan member pendapat.

C. INDIKATOR

a. Menggunakan tindak tutur bertanya atau mngungkapkan informasi.

b. Menggunakan tindak tutur menjawab atau merespon informasi.

c. Membedakan tindak tutur bertanya dan menjawab informasi yang

sopan dan lebih sopan.

D. TUJUAN PEMBELAJARAN

a. Siswa mampu menggunakan tindak tutur bertanya mengungkapkan

informasi dalam kehiduan sehari-hari.

b. Siswa mampu menggunakan tindak tutur menjawab atau merespon

informasi dalam kehidupan sehari-hari.

c. Siswa mampu membedakan tindak tutur bertanya dan menjawab

informasi yang sopan dan lebih sopan dalam kehidupan sehari-hari.

Karakter yang diharapkan : santun, patuh pada aturan sosial dan

kerja sama.

E. MATERI PEMBELAJARAN

Communication : Asking for and giving information

A. Do you play any games?

B. Yes, I do. I play tennis.

A. Haw many players are there in a game of tennis?

82

B. Two players or four.

A. What equipment do you need for a game of tennis?

B. You need tennis racquets, a ball and a net.

F. METODE PEMBELAJARAN

- Action learning Strategy

G. KEGIATAN PEMBELAJARAN

a. Kegiatan awal


- Mengabsen siswa


berlangsung.

b. Kegiatan inti

- Guru menjelaskan materi “Asking for and giving information”.

- Guru memberikan beberapa contoh tentang “Asking for and giving

information”.

- Siswa diminta menyebutkan ungkapan yang telah dipelajari.

- Siswa diminta membuat contoh lain dari ungkapan-ungkapan

“Asking for and giving information”.

- Siswa mempraktekkan contoh dialog yang mereka buat di depan

kelas.

c. Kegiatan akhir




-

H. SUMBER MATERI

- Buku yang relevan “English For Communication for SLTP”.

- Internet

- Buku paket yang lain yang relevan

I. EVALUASI PENILAIAN


2. Bentuk Instrument: Uraian Singkat

3. Contoh Instrument : Penilaian ranah Kognitif dan Psikomotorik siswa

J. RUBRIK PENILAIAN

83

Aspek yang dinilai adalah Vocabulary and pronunciation dengan nilai


N

o


e

Scor

e

1 Vocabulary

i. Unsatisfactory Verylimitvocabularymak


difficult

1-15

j. Fair Frequent uses wrong


vocabulary

16-25

k. Good Sometimes uses

inappropriate terms



26-35

l. Very good Rarely has trouble 36-50

2 Pronunciation

i. Unsatisfactory Had to understand


pitch, difficult,

incomprehensible

1-15

84

j. Fair Error of basic

pronunciation

16-25

k. Good Few noticeable errors 26-35

l. Very good Understandable 36-50

Total Score 100



NIM.10535652115

APPENDIX 10


( RPP 3)

NAMA SEKOLAH : MTs.Muhammadiyah Limbung



PERTEMUAN KE : 1 DAN 2 SIKLUS KEDUA


SKILL : SPEAKING


85

3. Memahami makna dalam percakapan transaksional dan interpersonal

sederhana untuk berinteraksi dengan lingkungan sekitar.

B. KOMPETENSI DASAR

3.2 Merespon makna yang terdapat dalam percakapan transaksional ( to

get things done ) dan interpersional ( bersosialisasi ) sederhana secara

akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar

yang melibatkan tindak tutur : mengundang, menerima, dan menolak

ajakan, menyetujui / tidak menyetujui, memuji, dan memberi selamat.

C. INDIKATOR

a. Memberi respon lisan terhadap ungkapan memberi selamat yang

didengar.

b. Memberi respon tulis terhadap ungkapan selamat yang didengar .

c. Membahas kosa kata bahasa terkait topik / ungkapan yang dibahas.

D. TUJUAN PEMBELAJARAN

a. Siswa mampu memberi respon lisan terhadap ungkapan memberi

selamat yang didengar dalam kehiduan sehari-hari.

b. Siswa mampu memberi respon tulis dalam terhadap ungkapan selamat

yang didengar dalam kehidupan sehari-hari.

c. Siswa dapat mengetahui / menambah kosa kata bahasa terkait topik /

ungkapan yang dibahas.

Nilai karakter yang ditanam: sopan, rasa ingin tahu, toleransi.

E. MATERI PEMBELAJARAN

Congratulation

Ungkapan

Respon

- Congratulation

- Congratulation on ....

- I’d like to congratulate you.

- I’d like to congratulate you

on...

- It was great to hear...

- It was to hear about..

- Happy birthday to you..

- Happy New year.

- Good luck.

- thank you

- thank you and the same

to you.

- Thank you, I need it.

- Thank you very much.

86

- Have a nice holiday.

F. METODE PEMBELAJARAN

Action Learning Srtategy

G. KEGIATAN PEMBELAJARAN

a. Kegiatan awal


- Mengabsen siswa


berlangsung.

b. Kegiatan inti

- Guru menjelaskan materi “congratulation”.

- Guru memberikan beberapa contoh tentang ungkapan selamat.

- Siswa diminta mengulangi ungkapan- ungkapan yang telah

dipelajari.

- Siswa diminta membuat beberapa contoh tentang ungkapan

selamat.

- Mengulangi kembali kosa kata dengan ungkapan-ungkapan yang

terkait materi congratulation.

- Menggunakan ungkapan yang telah dipelajari dalam real life

situation.

c. Kegiatan akhir




- Menutup pertemuan.

H. SUMBER MATERI

- Buku yang relevan dan internet.

I. EVALUASI/PENILAIAN




87

4. RUBRIK PENILAIAN

Aspek yang dinilai adalah accuracy dan fluency dengan nilai maksimum

10 dan rubric penilaian sebagai berikut:

N

o


e

Scor

e

1 Vocabulary

m. Unsatisfactory Verylimitvocabularymak


difficult

1-15

n. Fair Frequent uses wrong


vocabulary

16-25

o. Good Sometimes uses

inappropriate terms



26-35

p. Very good Rarely has trouble 36-50

2 Pronunciation

m. Unsatisfactory Had to understand


pitch, difficult,

1-15

88

incomprehensible

n. Fair Error of basic

pronunciation

16-25

o. Good Few noticeable errors 26-35

p. Very good Understandable 36-50

Total Score 100



NIM.10535652115

APPENDIX 11


(RPP 4)

SEKOLAH : MTs.Muhammadiyah Limbung


KELAS/SEMESTER : VIII (Delapan) / 1 (satu)

PERTEMUAN KE : 3 DAN 4 SIKLUS KEDUA


SKILL : SPEAKING

A. Standar Kompetensi :

10. Mengungkapkan makna dalam teks lisan fungsional dan monolog

pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

89

B. Kompetensi Dasar :

10.1 Mengungkapkan makna dalam teks lisan fungsional pendek sederhana

dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar

C. Indikator Pencapaian Kompetensi :

A. Kognitif :

Proses

1. Mengungkapkan secara lisan teks fungsional berupa Iklan.

2. Bertanya dan menjawab secara lisan berbagai macam info dalam teks

Iklan.

Produk

1. Mengidentifikasi teks fungsional berupa Iklan.

2. Menyebutkan berbagai macam contoh Iklan.

B. Psikomotor

1. Mengidentifikasi tujuan dan tata bahasa yang digunakan dalam teks

yang berupa Iklan/Advertisement.

C. Afektif

Karakter

1. Rasa hormat dan perhatian

2. Bekerjasama dengan anggota kelompok

3. Disiplin pada saat mengerjakan tugas

4. Bertanggung jawab dari apa yang dikerjakan

Keterampilan Sosial

1. Memberikan pertanyaan ketika mengalami kesulitan

2. Mengikuti pembelajaran yang dijelaskan oleh guru

3. Memberikan pendapat sesuai dengan materi yang di ajarkan

4. Mempertanggungjawabkan apa yang telah mereka kerjakan.

D. Tujuan Pembelajaran :

A. Kognitif

Proses

Mengungkapakan secara lisan teks fungsional berupa Iklan.

Tanya jawab berbagai informasi terkait teks fungsional berupa Iklan.

Produk

Menyebutkan berbagai macam teks fungsional berupa Iklan.

Mengungkapkan informasi yang terkait dalam teks yang berupa Iklan.

90

B. Psikomotor

Diakhir pembelajaran siswa mampu menyebutkan dan mampu

mengungkapkan secara lisan berbagai macam teks fungsional berupa

Iklan dan informasi terkait teks.

C. Afektif

Siswa memperhatikan penjelasan yang diberikan oleh guru.

Siswa memperhatikan kedisiplinan dalam melaksanakan tugas yang

diberikan oleh guru.

Siswa menerima hak dan kewajiban pada saat proses pembelajaran

(demokratis).

Siswa mampu mempertanggungjawabkan dari apa yang dikerjakan.

E. Materi Ajar :

Teks fungsional pendek

Iklan :advertise one of the products/events

F. Metode Pembelajaran :

Action Learning Strategy

G. Langkah-Langkah Pembelajaran :

Kegiatan Awal (10 menit)

Guru datang tepat waktu (disiplin)

Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas (santun, peduli)

Menyiapkan siswa (disiplin)

Membaca doa bersama sesuai dengan keyakinan masing-masing (religius)

Guru mengecek kehadiran siswa (disiplin, rajin)

Apersepsi dengan melakukan tanya jawab dan motivasi (komunikatif)

Guru menjelaskan Kd dan tujuan pembelajaran saat itu (rasa ingin tahu)

Guru mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

Siswa menjawab pertanyaan yang berhubungan dengan tema.

Kegiatan Inti

Memberikan model teks fungsional berupa iklan

Membahas kosakata yang digunakan dalam teks

Menerjemahkan teks fungsional berupa iklan

Membuat kalimat sederhana tentang iklan

Mengungkapkan informasi terkait dalam teks iklan

Mengungkapkan secara lisan teks iklan

Guru memberikan penguatan terhadap keberhasilan siswa dalam terkait

teks fungsional berupa iklan

91

Memberikan koreksi terhadap kesalahan siswa dalam menggunakan

ungkapan-ungkapan teks fungsional berupa iklan

Kegiatan Akhir

Menanyakan kesulitan siswa selama PBM

Guru bersama dengan siswa menyimpulkan materi pembelajaran.

Menyampaikan informasi tentang materi yang akan dipelajari berikutnya.

Salam penutup.

H. Sumber Belajar

Sumber : Buku teks yang relevan, teks bentuk khusus iklan

: Internet.

I. EVALUASI/PENILAIAN




J. RUBRIK PENILAIAN

Aspek yang dinilai adalah Vocabularu and Pronunciation dengan nilai


N

o


e

Scor

e

1 Vocabulary

q. Unsatisfactory Verylimitvocabularymak


difficult

1-15

r. Fair Frequent uses wrong


vocabulary

16-25

92

s. Good Sometimes uses

inappropriate terms



26-35

t. Very good Rarely has trouble 36-50

2 Pronunciation

q. Unsatisfactory Had to understand


pitch, difficult,

incomprehensible

1-15

r. Fair Error of basic

pronunciation

16-25

s. Good Few noticeable errors 26-35

t. Very good Understandable 36-50

Total Score 100



NIM.10535652115

93

APPENDIX12

STUDENTS’ ATTENDANCE LIST DURING RESEARCH

NO INITIAL

NAME

MEETING

I II III IV V VI VII VIII IX

1 Student 1 s

2 Student 2

3 Student 3

4 Student 4

5 Student 5

6 Student 6 s

7 Student 7

8 Student 8

9 Student 9

10 Student 10

11 Student 11

12 Student 12

13 Student 13 s

14 Student 14

15 Student 15

16 Student 16

17 Student 17

18 Student 18

19 Student 19 s

20 Student 20

21 Student 21

22 Student 22

23 Student 23

24 Student 24

25 Student 25

26 Student 26

27 Student 27

28 Student 28

29 Student 29 s s

30 Student 30

94

APPENDIX 13

DOCUMENTATION

96

CURRICULUM VITAE

MAR’ATUN SHALIHAH MS, was born on September10th

,

1996 in Gowa. She is the First child from two brothers and

one sister from the marriage of her parents Drs.Muh.Syuja

Syamsuddin, MM and Hj.Zakiyah Yahya Maulana

Tadjuddin. She graduated from SDN Bontomaero IIin 2008

and continued her study at Islamic Boarding School of Sultan Hasanuddin in

2011. In the same year, she continued his study at SMAN 2 Gowa and finished in

2014. After finished in senior high school, she continued her study in Universitas

Muhammadiyah Makassar in 2015. She accepted in English Department of

Teacher Training and Education Faculty.

At the end of her study, she finished her thesis with the title “The Use of

Action Learning Strategy to Improve Students’ Speaking Skill in English Lesson

at the Eight Grade Students of MTs Muhammadiyah Limbung”.

improving students speaking skill by using action …

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