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Improving Students’ Motivation and Speaking Ability
Using Students’ Video Model
(Classroom Action Research in SMA Batik 1 Surakarta
Grade X Science 1 in the Academic Year of 2015/2016)
By :
Witria Kusuma Dewi
K2212076
THESIS
Submitted to Fulfill One of the Requirements for Getting Undergraduate
Degree in English Education
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF SEBELAS MARET
2016
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MOTTO
“ The best human is the most beneficial human to others”
- The Qur’an-
“Look inside your heart, and find a powerful energy; it is belief”
- The writer –
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DEDICATION
This thesis is dedicated to:
My mother and father, Catur Endang Wahyuni and Suratno; the most
precious ones that Allah give to me, my everything in my life.
My brother, Handif Kusuma Sakti, my sister, Ikaratna Saritur Rahmawati
and her nice family, my best friends Dessy Andriani and Nena Amalia;
because of you all, I can learn so many things about this life, our life.
Rea Aisha, Ria Agustin, Riski Nurtyas, Ratna Novianti, Tri Astuti, Agie
Widya, Kiki, Beauty, Nurma Dwi, Yulia Nur and Reny Anggraini, whom I
spent mostly my time in the last 4 years with.
My future husband.
The mates of English Education Department 2012; with them I grew up.
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ACKNOWLEDGEMENT
In the name of Allah the Most Gracious and the Most Merciful, all praises
to Allah SWT, thank for all easiness given to the writer in finishing the thesis. The
writer could complete this thesis because of many helps from lecturers, teachers,
parents, family, friends who always give kind of spirit and strength to do the
research and finish this final project. Every help which has been given by the
others to accomplish this thesis, the writer could not describe how meaningful the
help is. Therefore, the writer would like to be sincerest gratitude to the following
people who gave helps a lot to the writer:
1. Prof. Dr. Joko Nurkamto, M.Pd., as the Dean of Teaching Training and
Education faculty who has given permission to write this thesis.
2. Teguh Sarosa, S.S, M.Hum., as the head of English Education Department
who has given his guidance in finishing this thesis.
3. Dr. Abdul Asib, M.Pd., as the first advisor who has given encouragement,
guidance both theoretically and practically, and for his patience in guiding
the researcher until finishing this thesis.
4. Dewi Sri Wahyuni, S.Pd., M.Pd., as the second advisor who has given
encouragement, guidance both theoretically and practically, and for her
patience in guiding the researcher until finishing this thesis.
5. Kristiandi, S.S.,M.A., as the academic consultant who has given
motivation, encouragement and guidance in learning.
6. All the lecturers of English education department for the lectures,
guidance, supports, and suggestions.
7. Drs. Literzet Sobri, M.Pd., as the headmaster of SMA Batik 1 Surakarta
who has given permission to hold the research
8. Sinwan Fajar Nahari, M.Pd., as the English teacher of SMA Batik 1
Surakarta, who has given guidance, helps, and suggestions during the
research.
9. The teachers of SMA Batik 1 Surakarta, who has given support and help in
doing the research.
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10. The students of X MIPA 1 SMA Batik 1 Surakarta, for their time and
acceptance to the writer in doing the research without any problem or
difficulties.
11. The writer’s parents and families for every support, praying, energy, and
everything that could not be mentioned.
12. The writer’s friends for the togetherness that made the writer get more and
more spirit to complete the thesis as soon as possible.
The writer realizes that this thesis is still far from being perfect. Therefore,
suggestions or criticisms from the reader will be helpful to the improvement in
other writing. Hopefully, this thesis will be useful to the readers.
Surakarta, April 2016
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ABSTRACT
Witria Kusuma Dewi. K2212076. Improving Students’ Motivation and
Speaking Ability Using Students’ Video Model (Classroom Action Research
in SMA Batik 1 Surakarta Grade X Science 1 in the Academic Year of
2015/2016). Thesis, Surakarta: English Education Department, Sebelas
Maret University 2016.
This action research was aimed to improve students’ motivation and
students’ speaking ability using students’ video model. This video model was
used in teaching the material of explanation text. This research consisted of two
cycles. In each cycle, there were planning, acting, observing, and reflecting. This
research was conducted in SMA Batik 1 Surakarta. The subject of this research
was 37 students of grade X Science 1. There were two kinds of data in this
research, qualitative and quantitative. The data was collected through interview,
questionnaire, observation, test, and field notes.
The improvement of students’ motivation were: at the preliminary,
students did not have any willingness to do the assignment, it was viewed from
their responses in receiving the instruction, they tended to note the instruction but
not seriously such as just note something which was not belonging to the
instruction. Meanwhile, at the end of cycle-one, the students noted the instruction
clearly. At the cycle two the students focused on the instruction given to them, it
is proven with their responses such as asking question and responding fast of the
instruction. The video at the second cycle was clearer than the first cycle. During
the process of taking the video, some of the students also actively asked about
how to pronoun some words or consulted about the video, which was the evidence
that the students set high standard in creating the video with maximum standard.
In the process of teaching learning, the students were more actively than the
previous cycle. The students had been brave to give arguments or suggestions to
other student’s video, whereas in the first cycle they spoke only when they were
asked. In students’ speaking ability, the improvement was seen from the students’
mean in each aspect from the pre-test, post-test 1 and 2. The improvement in the
aspect of pronunciation was 13.04% from the pre-test to the post-test 1, and 3.86
from the post-test 1 to the post-test 2. In the aspect of grammar, the mean from the
pre-test to the post-test 1 improved 4.25% and from the post-test 1 to the post-test
2 increased 1.02%. In the aspect of vocabulary, the students’ mean improved
4.25% from their pre-test to the post-test 1. From the post-test 1 to the post-test 2,
it improved 6.12%. In the aspect of fluency, it increased 17.8% from the pre-test
to the post-test 1, and 4.46% in the post-test 2. In the aspect of content, the
improvement was 15.62 % from the pre-test to the post-test 1, and 3.60% in the
post-test 2.
From the result above, it can be concluded that using students’ video
model is useful to improve students’ motivation and speaking ability.
Keywords: motivation, speaking ability, students’ video model, explanation text
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ABSTRAK
Witria Kusuma Dewi. K2212076. Meningkatkan Motivasi Siswa dan
Kemampuan Berbicara Siswa Menggunakan Video Model Siswa ( Penelitian
Tindakan Kelas di SMA Batik 1 Surakarta Kelas X MIPA 1 Tahun Ajaran
2015/2016). Skripsi, Surakarta: Pendidikan Bahasa Inggris, Universitas
Sebelas Maret Surakarta 2016
Penelitian ini bertujuan untuk meningkatkan motivasi dan kemampuan
berbicara siswa menggunakan media, video model siswa. Video model ini
digunakan dalam mengajar materi teks eksplanasi. Penelitian ini terdiri dari 2
siklus, yaitu siklus 1 dan siklus 2. Dalam setiap siklusnya terdapat tahap planning,
acting, observing, dan reflecting. Penelitian ini terlaksana di SMA Batik 1
Surakarta. Subjek yang diteliti adalah siswa kelas 37 siswa kelas X MIPA 1. Data
yang digunakan adalah qualitatif dan quantitatif. Pengumpulan data melalui
wawancara, quesioner, observasi, test, dan catatan lapangan.
Peningkatan motivasi siswa adalah sebagai berikut: pada preliminary
study, siswa tidak mememiliki keinginan untuk mengerjakan tugas, hal tersebut
dapat dilihat dari tanggapan mereka dalam menerima insruksi tentang tugas yang
diberikan, mereka cenderung untuk menulis perintahnya tetapi tidak serius hanya
menulis sesuatu hal yang kadang tidak ada hubungannya dengan tugas yang
diberikan. Sementara itu, pada akhir siklus 1 siswa menulis perintah dengan jelas.
Pada siklus dua, siswa fokus pada perintah yang diberikan, hal tersebut dibuktikan
dengan tanggapan mereka seperti bertanya atau cepat tanggap dengan arahan yang
diberikan. Selama proses pengambilan video, beberapa siswa juga aktif bertanya
mengenai bagaimana untuk mengucapkan kata atau mengonsultasikan tentang
video, yang mana hal tersebut adalah sebagai bukti bahwa siswa mentargetkan
standar yang tinggi dalam pembuatan video dengan standar maksimal. Dalam
proses pembelajaran pada siklus kedua, siswa lebih aktif daripada sebelumnya.
Siswa sudah berani memberikan pendapat atau pernyataan pada video lain, tidak
seperti di siklus satu yang mana siswa hanya bertanya jika ada pertanyaan. Pada
kemampuan berbicara siswa, peningkatan dapat dilihat dari rata – rata masing –
masing aspek speaking pada pre-test, pot-test 1, dan post-test 2. Dalam aspek
pronunciation, peningkatan 13.04% dari pre-test ke post-test 1, dan 3.86% ke
post- test 2. Dalam aspek grammar, rata – rata meningkat 4.25% pada post-test 1
dan 1.02% pada post-test 2. Dalam aspek vocabulary, rata – rata meningkat 4.25%
pada post-tes 1 dan 6.12% pada post-test 2. Dalam aspek fluency, rata – rata
meningkat 17.8% pada post-test 1 dan 4.46% pada post-test 2. Dalam aspek
content, peningkatan 15.62 pada post-test 1, dan 15.62 pada post-test yang ke- 2.
Dari hasil diatas dapat disimpulkan bahwa menggunakan video model
siswa sebagai media dalam pembelajaran bahasa Inggris dapat meningkatkan
motivasi siswa dan kemampuan berbicara siswa.
Kata kunci: Motivasi, kemampuan berbicara, video model siswa, teks eksplanasi
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TABLE OF CONTENT
COVER PAGE ................................................................................................. i
PRONOUNCEMENT ...................................................................................... ii
LEGITIMATION ............................................................................................ iii
MOTTO ........................................................................................................... iv
DEDICATION ................................................................................................ v
ACKNOWLEDGEMENT .............................................................................. vi
ABSTRACT .................................................................................................... viii
ABSTRAK ...................................................................................................... ix
TABLE OF CONTENT .................................................................................. x
LIST OF TABLE ............................................................................................ xii
LIST OF FIGURE ........................................................................................... xiii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................... 1
B. Problem Statement ......................................................... 6
C. Objective of the Study .................................................... 6
D. The Benefit of the Study ................................................ 6
CHAPTER II REVIEW OF THE LITERATURE
A. Definition of Motivation ................................................ 8
B. Definition of Speaking Ability ....................................... 11
C. Definition of Project Based Learning ............................ 16
D. Definition of Students’ Video Model ............................. 18
E. Explanation Text in English Subject .............................. 21
F. Review of Relevant Researches ..................................... 24
G. Rationale ........................................................................ 25
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CHAPTER III RESEARCH METHODOLOGY
A. Design of the Research .................................................. 28
B. Setting of the Research ................................................... 29
C. Subject of the Research .................................................. 29
D. Procedure of the Research ............................................. 30
E. Technique of Collecting Data ......................................... 32
F. Data Analysis .................................................................. 33
CHAPTER IV RESEARCH FINDINGS
A. Preliminary Study
1. Students’ Motivation ................................................. 36
2. Students’Speaking Ability ......................................... 43
B. The Implementation of the Research
1. Cycle 1 ....................................................................... 53
2. Cycle 2 ....................................................................... 70
C. Discussion of Findings ................................................... 86
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ..................................................................... 89
B. Suggestion ...................................................................... 90
BIBLIOGRAPHY ........................................................................................... 91
APPENDICES ................................................................................................. 94
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LIST OF TABLES
Number Table’s Name Page
1.1. The Result of Preliminary Study of Students’ Motivation in
English Teaching Learning
34
1.2. The Result of Speaking Pre- Test 40
1.3. Students’ Achievement in Indicator of Speaking 41
1.4. The Result of Students’ Motivation in Cycle-1 81
1.5. The Description of Students’ Improvement in Cycle-1 51
1.6. The Score of Speaking Test in Cycle – 1 83
1.7. The Description of the Improvement of Students’ Speaking
Ability in Cycle-1
56
1.8. The Result of Students’ Motivation in Cycle-2 85
1.9. The Description of Students’ Improvement in Cycle-2 66
1.10. The Score of Speaking Test in Cycle – 2 87
1.11. The Description of the Improvement of Students’ Speaking
Ability in Cycle-2
71
1.12. The Improvement of Students’ Motivation in the Preliminary,
cycle-1, and cycle- 2
89
1.13. The Improvement of Students’ Speaking Ability in the Pre-test,
post-test1, and post-test 2
90
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LIST OF PICTURES
Number Picture’s Caption Page
1. Observation 105
1.1. The situation of the Class in Early Time 105
1.2. The situation of the Class in the Middle of the Lesson 106
2. Pre-Test 106
3. Process of Cycle -1 106
3.1. The Students Watched the Students’ Video Model 107
3.2. The Students Wrote Some Difficult Words from the Video 107
3.3. The Students Responded of some Questions 108
3.4. The Student Prepared Short-note Before Post-test 1 108
4. Cycle 2 109
4.1. The Students’ Attention to the Video Played 109
4.2. The Enthusiasm of the Students in Finding Some Difficult
Words from the Video
109
5. Post-test 2 110
6. The Students Answered the Questionnaire 110
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