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i THE USE OF DISCUSSION TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL (A Classroom Action Research Conducted at the First Grade Students of SMK N 1 Kejobong in Academic Year 2009/2010) By: ELING SETIADI X2208513 THESIS Submitted to Teacher Training and Education Faculty of Sebelas Maret University to Fulfil One of Requirements for Achieving the Undergraduate Degree of English Education ENGLISH DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2010

Transcript of THE USE OF DISCUSSION TECHNIQUE TO IMPROVE …

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THE USE OF DISCUSSION TECHNIQUE TO IMPROVE

STUDENTS’ SPEAKING SKILL

(A Classroom Action Research Conducted at the First Grade Students of

SMK N 1 Kejobong in Academic Year 2009/2010)

By:

ELING SETIADI

X2208513

THESIS

Submitted to Teacher Training and Education Faculty of

Sebelas Maret University to Fulfil One of Requirements for Achieving

the Undergraduate Degree of English Education

ENGLISH DEPARTEMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2010

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ABSTRACT

Eling Setiadi. X2208513. THE USE OF DISCUSSION TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL (A Classroom Action Research Conducted at the First Grade Students of SMK N 1 Kejobong, in Academic Year 2009/2010). Teacher Training and Education Faculty, Sebelas Maret University, Surakarta. 2010.

This research is a classroom action research. The objectives of this study are to know whether discussion can improve the students’ speaking skill or not and to know some obstacles probably occurred in the process of teaching speaking through discussion. The problem highlighted in the research is the low of students’ speaking skill at the first grade students of SMK N 1 Kejobong in academic year 2009/2010.

This research was carried out in X Computer Engineering and Network class. The procedure of the research consists of planning, action, observation, and reflection. In this study, the writer was the practitioner who implemented the discussion technique in teaching learning process. The data are in form of qualitative and quantitative. The quantitative data are taken from the test conducted before and after the actions are implemented. The qualitative data are taken from the result of observation done by the observer while the actions are being carried out.

In this study, the writer found that the problems came from the teacher and the students. The research showed that the teacher was less creative in delivering material. It made students bored in the teaching learning process. He did not involve all students to take role during teaching learning process, so most of them were passive. Besides the teacher, the problems also came from the students. They still got difficulties in using grammar, vocabulary, and pronunciation. It was seen in the process of teaching learning. It seemed that the students lacked of participation and self confidence in speaking class.

Having collected the data, the writer analyzes the data. In this study, the writer finds that discussion technique can improve students’ speaking skill. It can be seen on students’ performance during teaching and learning process. Students became more active and all students were involved in teaching learning process. It created a better circumstance. Students were more enthusiastic in joining the lesson, so the class became more alive. Furthermore, there was also improvement in students’ achievement. The mean score in pre-test 4.22 increased to 6.76. Thus, the result of the research shows that discussion technique can improve students’ speaking skill in order to become one of appropriate ways in teaching speaking.

Practically, discussion is one of appropriate techniques to improve students’ speaking skill which has a view that students are active learners. It is considered that students learn best when they are personally involved in the teaching experience. Through discussion technique, the students can share ideas, information, or opinion to the other friends. The environment will not be threatening so that the learners are eager to communicate. Teaching speaking through discussion also provides an opportunity to develop accuracy, fluency and keep the learners highly motivated.

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APPROVAL

This thesis has been approved by the consultants to be examined by the board of

thesis examiners of the English Department of Teacher Training and Education

Faculty, Sebelas Maret University Surakarta.

On :

By :

First Consultant,

Second Consultant,

Drs. A. Handoko Pudjobroto 195810261988031001

Dewi Sri Wahyuni, S.Pd, M.Pd 197808182003122002

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APPROVAL OF THE EXAMINERS

This thesis has been examined by the Broad of Thesis Examiners of Teacher Training

and Education Faculty of Sebelas Maret University and has been accepted as partial

fulfillments of the requirements for getting an Undergraduate Degree of Education in

English.

Day :

Date :

Boards of Examiners:

1. Chairman : Drs. Martono, M.A _____________ NIP. 196003011988031004

2. Secretary : Teguh Sarosa, S.S, M.Hum ______________ NIP. 19730205 200604 1001

3. First examiner : Drs. A. Handoko Pudjobroto ______________ NIP. 195810261988031001

4. Second examiner : Dewi Sri Wahyuni, S.Pd, M.Pd ______________ NIP. 197808182003122002

Teacher Training and Education Faculty

Sebelas Maret University Dean,

Prof. Dr. M. Furqon Hidayatulloh, M.Pd NIP 19600727 198702 1 001

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MOTTO

“Man purposes and God disposes”

“Allah will not give all the thing wanted but Allah will give us all the thing really

needed”

“By the sun and its brightness

By the moon as it follows the sun

By the day as it shows up the sun’s brightness

By the night as it conceals the sun

By the heaven and Him Who built it

By the earth and Him Who spread it

By a soul and Him Who perfected him in proportion

Then He showed him what is wrong for him and what is right for him

Indeed he succeeds who purifices his ownself

And indeed he fails who corrupts his ownself”

(Surat Ash-shams: 1-10)

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DEDICATION

This thesis is proudly dedicated to:

My Beloved Mom and Dad

My Beloved Sister, Brother and Nephew

My Beloved Friends

The Readers

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ACKNOWLEDGEMENT

In the name of Allah, the most gracious and the most merciful. All praises

and thanks are only dedicated for Allah SWT, who gives his blessing and help so the

writer can finish his thesis.

In the process of his study, he received support, contribution, and assistance

from many people. Thus, there are honorable people that are important to the writer

to whom he can only express his gratitude:

1. The Dean of Teacher Training and Education Faculty for approving this Thesis.

2. The Head of the Art and Language Education Department who has given his

permission to write the thesis.

3. The Head of English Department of Teacher Training and Education Faculty for

giving the writer permission to write the thesis.

4. Drs. A. Handoko Pudjobroto, the writer’s first consultant for his patience,

guidance, and suggestions.

5. Dewi Sri Wahyuni, S.Pd, M.Pd, the writer’s second consultant for his patience,

guidance, and suggestions.

6. Drs. Sutarno as the headmaster of SMK N 1 Kejobong for facilitating the writer

in collecting the data.

7. Sidik Purnomo, S.Pd as the English teacher of the tenth class of Computer

Engineering and Network who has helped the writer in doing the research.

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8. The students of the tenth class of Computer Engineering and Network for the

cooperation during the research.

9. His beloved parents for uncountable love, support, help, prayer, understanding,

and everything that they give to the writer.

10. His beloved sister, brother in law and little nephew for being inspiration and

supporting behind.

11. His beloved best friends (Nova, Amel, Dhian, Pipiet, Andre and Simbeh) for

being second family, I am nothing without your presence, from the bottom of

my heart I just want to say “I love you all”.

12. His beloved friends in “Neverland” boarding house for the friendship.

13. His friends in teacher qualification program in academic year 2008/2009 for the

beautiful relationship.

The writer realizes that this thesis still has many mistakes and inaccuracies.

Therefore, he accepts gratefully every suggestions, critics, and comments from those

who concern to this thesis. I hope that this thesis will be able to give contribution and

be useful for the readers especially for those who are interested in the similar study.

Surakarta, April 2010

Eling Setiadi

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TABLE OF CONTENT

TITLE ................................................................................................................... i

ABSTRACT ......................................................................................................... ii

APPROVAL ......................................................................................................... iii

APPROVAL OF THE EXAMINERS ................................................................... iv

MOTTO ................................................................................................................ v

DEDICATION ...................................................................................................... vi

ACKNOWLEDGEMENT .................................................................................... vii

TABLE OF CONTENT ........................................................................................ ix

LIST OF APPENDICES ....................................................................................... xi

CHAPTER I. INTRODUCTION

A. Background of the Study .......................................................... 1

B. Problem Formulation ................................................................ 5

C. Objective of the Study .............................................................. 5

D. Benefits of Study ...................................................................... 5

CHAPTER II. THEORICAL REVIEW

A. Teaching English Based on Age Level ..................................... 7

B. Concept of Speaking Skill ........................................................ 10

1. Speaking ............................................................................. 10

2. Skill in Speaking ................................................................. 12

3. Problems and Solutions with Speaking Activity .................. 16

4. The Criteria of a Successful Speaking Activity .................... 19

C. Discussion ................................................................................ 20

1. Definition of Discussion ...................................................... 20

2. Types of Discussion ............................................................ 22

3. Instructional Goals and Learners Outcomes of Discussion ... 24

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4. Teacher Roles and Requirements of Good Discussion ......... 25

5. Phases in Discussion ........................................................... 28

6. The Strength and Weaknesses of Discussion ....................... 29

D. Rationale .................................................................................. 30

E. Hypothesis ............................................................................... 31

CHAPTER III. RESEARCH METHODOLOGY

A. Setting of the Research ............................................................. 32

B. Research Subject ...................................................................... 33

C. Research Method ...................................................................... 34

D. Techniques of Collecting Data .................................................. 39

E. Techniques of Analyzing Data .................................................. 41

CH APTER IV. THE RESULT OF STUDY

A. The Action Processes ............................................................... 43

B. Research Findings .................................................................... 74

CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion ............................................................................... 76

B. Implication ............................................................................... 77

C. Suggestion ................................................................................ 78

BIBLIOGRAPHY ................................................................................................. 80

APPENDICES ...................................................................................................... 82

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LIST OF APPENDICES

The Pre-Research Observation Result ............................................................... 83

The Interview Report ........................................................................................ 86

Field Notes ...................................................................................................... 98

The Researcher’s and Students’ Diary ................................................................ 114

Lesson Plan ...................................................................................................... 117

Pre-Test and Post-Test Blue Print ...................................................................... 127

The Criteria of Speaking Test ............................................................................ 128

Students’ Test Result ........................................................................................ 129

The Students’ Presence List .............................................................................. 138

The Photographs ............................................................................................... 139

Syllabus ...................................................................................................... 141

Teaching Materials ........................................................................................... 142

Letters of Permission ........................................................................................ 155

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PRE RESEARCH OBSERVATION Class : X Computer Engineering and Network Class of SMK N 1 Kejobong

Day/ Date : Wednesday, 25th January 2010

Time : 12.45-13.35 pm

Students : 41, 8 males and 33 females

Teacher : Sidik Purnomo, S.Pd (SP)

Observer : Eling Setiadi (ES)

The Setting Description

The observation is carried out in the tenth class of Computer Engineering

and Network, SMK N 1 Kejobong. The class is located behind the administration

office. The indoor paint wall is white and the outdoor paint wall is green. The class is

7.5 meter and 7 meter wide. It has glasses windows in the north and the south side of

the class. On the ceiling of the class, there are four 60-centimeter lamps. On the back

wall, there is a red circle clock hanging.

The chairs and desks are arranged facing to the blackboard. There are 21

desks and 42 chairs for the students, and there is a chair and a desk next to the

blackboard. Actually, the class seems to be too full.

In front of students’ seat, there is a big blackboard, with two pictures hung

on of the right and left side of the blackboard. A calendar, a lesson schedule, and a

presence board are hung on the left side of the blackboard. Brooms and dusters are

hung on the wall close to the door. The class looks very clean and fresh.

Today all of the students are present. They wear blue uniform with a

computer symbol stick on her/ his left sleeve. The English teacher wears batik and the

observer wears white shirt and black trousers. The observer sits on the back of last

line.

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The picture of X Computer Engineering and Network

Class

Notes:

1. Blackboard 5. Students’ Chair

2. Teacher’s Desk 6. Observer

1

4

5

6

2

3

7

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3. Teacher’s Chair 7. Clock

4. Students’ Desk

The class, which was used for observation, was X Computer Engineering

and Network class. English was started at 12.45 p.m. Teacher SP and researcher

entered the class after the electric bell had rung. At the beginning of lesson, teacher

SP opened the class with greeting. It was the first time the researcher came to the

class. The students seemed to be curious when the researcher stepped into the class.

The researcher was like a strange one for the teacher. It could be seen from their face

who looked a lot of questions on it and I could see excitement on their face. First of

all, the English teacher introduced him to the students and told them that he would

use the class for try out in order to get the Bachelor Degree.

After introduction, the teacher started the class. The lesson at that time was

speaking class. All of students immediately opened their bag and take English

book/LKS. The teacher asked them to open page 24. There was a short conversation

script about holiday. In the first turn, the students were asked to read and identify

some difficult words. Some students looked into the dictionary to find the word

meaning in Bahasa Indonesian while the other students seemed to be sleepy or had a

chat with other students. After the students got the meaning, they asked to pronounce

the words one by one. From this activity, the researcher found a lot of mistakes in

pronouncing the words.

Teacher began the conversation by using repetition drilling. The students

became bored in the middle of activity. It could be seen when put their head on the

table, or talked to other friends and did not pay attention about the lesson. Then, the

teacher SP invited to two students come forward the class. They were asked to

practice the dialog. Both of them looked very nervous and their bodies were little bit

shaking. There were many of pauses and slight foreign accent. After that, two lucky

students became the next turn. It was similar with the previous performance. They

were less confidence and there was noise coming from the students in the back.

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Finally, the electric bell rang. It meant the class was over, and the researcher

told them that he would use the class became object of the research.

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FIELDNOTE OF INTERVIEW

Place : Teacher office

Date : Wednesday, 27th January 2010

ES : Eling Setiadi (ES)

SP : Mr. Sidik Purnomo (SP)

Topic : Teaching learning process and students’ educational background

Interview Transcript

The interview was conducted in the teacher office. The place was chosen

because there was little noise. It was conducted in leisure time, at 09.15 p.m. and

spent less than 20 minute.

ES : Sebelumnya saya mau tanya nama lengkap dan alamatnya?

SP : Sidik Purnomo, alamatnya di Desa Nangkod RT 01 RW 02 Kecamatan

Kejobong.

ES : Sudah berapa lama mengajar di sekolah ini?

SP : Saya sudah mengajar di sekolah ini hampir 2 tahun

ES : Penglaman di sekolah lain?

SP : Saya sudah pernah mengajar di SMK Makmur Cilacap, SMK Muhammadiyah

Ajibarang, MTs Muhammadiyah 07 Kejobong.

ES : Untuk pembelajaran di sini di SMKN 1 Kejobong, khususnya di kelas TKJ

biasanya siswa aktif tidak?

SP : Kalau aktif atau tidak, saya kira sama dengan sekolah lain. Mungkin ada

sebagian yang aktif dan ada sebagian yang tidak karena merasa tidak PD

(percaya diri).

ES : Syllabus yang dipakai untuk kegiatan belajar mengajar di SMKN 1 Kejobong?

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SP : Saya mengacu kepada sekolah lain, karena SMK ini adalah SMK baru jadi

saya menggunakan syllabus yang digunakan oleh SMK lain yang sudah lama

berdiri.

ES : Background siswa sendiri, termasuk dalam qualified atau belum?

SP : Belum, kalau dikatakan qualified. Karena kita memakai standar kabupaten,

dimana semua kompetensi menguasai. Sedang murid murid di sini berasal dari

sekolah-sekolah pinggiran, yang tidak semua kompetensi dalam bahasa

Inggris diberikan.

ES : Adakah media penunjang yang digunakan untuk kegiatan belajar mengajar,

seperti lab bahasa atau referensi buku-buku bahasa Inggris?

SP : Sementara lab bahasa di sini belum ada, jadi masih mengadakan media

seadanya. Untuk speaking sendiri biasanya kita membuka kasus dengan

menggunakan bantuan modul. Sedangkan untuk listening bisanya masih

manual, saya membacakan dan siswa mendengarkan.

ES : Untuk speaking sendiri, biasanya kegiatan yang dilakukan seperti apa?

SP : Untuk speaking sendiri, biasanya kita masuk materi dengan membuka dialog.

Dengan membahas materi yang pernah diulas/ diberikan.

ES : Ada jam tertentu atau pertemuan tertentu untuk kegiatan speaking?

SP : Kita masih mencampurkan antara 4 kompetensi yang ada, jadi kadang ada

listening dalam kegiatan speaking.

ES : Untuk aspek lain seperti grammar, pronunciation, dan vocabulary, apakah

siswa mengalami masalah?

SP : Ya, grammar dan pronunciation. Untuk grammar kadang mereka tidak tahu

sama sekali tentang pola kalimatnya dan pronunciation mereka mengalami

kesuliatan karena biasanya merupakan bawaan dari SMP. Kita berusaha untuk

mengatasi kesulitan tersebut, dengan memberikan semua kompetensi yang

ada.

ES : Menurut bapak, masih perlu adanya improvement/ peningkatan dalam

pembelajaran yang bapak berikan?

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SP : Untuk SMK bisanya pelajaran yang diberikan masih sangat simple, maka

perlu sekali adanya peningkatan. Kalau kita hanya berpatokan pada kurikulum

yang ada, nanti ada banyak hal yang mereka tidak dapatkan. Karena bahasa

Inggris merupakan bahasa universal, mereka musti tau banyak hal yang tidak

tercantum dalam kurikulum.

ES : Adakah jam tambahan atau ekstrakulikuler bahasa Inggris di SMKN 1

Kejobong ini?

SP : Sementara belum ada, sebenarnya ada program berbicara bahasa Inggris

penuh dalam satu hari, English day tapi belum bisa berjalan. Sedangkan untuk

les atau ekstrakulikuler disini belum ada.

ES : Saya kira sudah cukup untuk informasi yang saya dapat. Terima kasih.

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FIELDNOTE OF STUDENTS’ INTERVIEW

Place : Library

Date : Thursday, 28th January 2010

Interviewer : Eling Setiadi (ES)

Interviewees :

1. Ummi Sulastri (US)

2. Uswatun Khasanah (UK)

Topic : Teaching learning process and students’ educational background

The First Interview Transcript

I came to library at 09.00 a.m. I had wait for 30 minutes to meet the

interviewees in this room. After 30 minutes waiting, the interviewees came into the

room and I told them the interview topic. I conducted the interview in bahasa

Indonesia. There were two interviewees. They are Ummi Sulastri and Uswatun

Khasanah. I interviewed them one by one starting from Ummi sulastri.

First Session

ES : Siapa namamu?

US : Ummi Sulastri

ES : Rumahnya?

US : Saya tinggal di desa sambong.

ES : Suka bahasa Inggris ga?

US : Suka.

ES : Kenapa?

US : Menarik

ES : Menurutmu bahasa Inggris penting ga?

US : Penting, karena untuk kebutuhan di dunia kerja

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ES : Dalam belajar bahasa Inggris, ada empat skill yaitu listening, speaking,

reading dan writing. Dari empat skill itu menurut mu mana yang paling

sulit?

US : Speaking

ES : Kenapa menurutmu itu sulit?

US : Karena biasanya susah dalam pengucapannya.

ES : Ada beberapa aspek dalam speaking, contohnya ada vocabulary, grammar

dan pronunciation. Dari ketiga itu, menurut mu menjadi masalah ga?

US : Ya, kadang agak menjadi masalah.

ES : Menurutmu pelajaran bahasa Inggris di sekolah sudah cukup baik belum?

US : Masih kurang baik, karena praktek speakingnya masih kurang karena

biasanya hanya nulis.

ES : Jadi selama ini belum ada praktek speaking?

US : Ya belum pernah.

ES : Padahal kalian ingin?

US : Ya, ingin.

ES : Pada waktu proses belajar mengajar siswa aktif ga?

US : Ya seperti itu, kadang aktif kadang tidak.

ES : Biasanya mereka cuman duduk mendengarkan latihan. Untuk praktek

speakingnya jarang?

US : Ya, jarang.

ES : Dalam kegiatan speaking, biasanya disuruh berbicara atau diskusi tidak?

US : Engga tuh, malah kayaknya engga pernah speaking.

ES : Dalam pembelajaran, apakah guru mendominasi dalam proses belajar

mengajar?

US : Biasanya guru yang lebih banyak ngomong.

ES : Kemudian media pembelajaran yang digunakan biasanya apa?

US : Biasanya cuman LKS.

ES : Menurutmu kemampuan atau skill speaking siswa perlu ditingkatkan ga?

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US : Ya perlu.

ES : Menurutmu caranya seperti apa?

US : Guru menyuruh siswa maju kedepan untuk mencoba belajar speaking di

depan kelas. Selain itu dapat meningkatkan kepercayaan diri siswa.

ES : Sejauh ini, kamu biasanya berlatih speaking dengan siapa?

US : Saya biasanya belajar bahasa di rumah dengan teman-teman.

ES : Selain belajar bahasa Inggris di sekolahan, ada media lain ga untuk

meningkatkan kemampuan bahasa Inggris mu?

US : Saya biasanya nonton film atau mendengarkan lagu dari luar negeri.

ES : Ikut les bahasa Inggris ga ?

US : Ga.

ES : Seandainya kamu disuruh maju berbicara menggunakan bahasa Inggris

malu ga?

US : Mungkin takut ada kesalahan dan kadang kurang PD.

ES : Media lain yang digunakan untuk belajar bahasa Inggris bervariasi ga?

US : biasanya hanya LKS.

ES : Di sekolah ini ada ekstrakulikuler bahasa Inggris ga?

US : Ga ada.

ES : Seandainya diadakan, suka ga?

US : Suka.

ES : Saya kira cukup untuk informasi yang saya dapat. Terima kasih.

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Second Session

ES : Siapa namamu?

UK : Uswatun Khasanah

ES : Rumahnya?

UK : di Pengadegan, tepatnya di desa karangjoho RT02 RW01

ES : suka bahasa Inggris ga?

UK : Kadang suka, tapi lebih suka matematika

ES : kenapa lebih suka matematika?

UK : ya…asik aja

ES : Menurutmu bahasa Inggris penting ga?

UK : Penting, karena di era globalisasi sekarang ini ada pasar global. Dimana

bahasa Inggris digunakan sebagai bahasa pengantar.

ES : Dalam belajar bahasa Inggris, ada empat skill yaitu listening,

speaking,reading dan writing. Dari empat skill itu menurut mu mana yang

paling sulit?

UK : Speaking dan listening

ES : Kenapa menurutmu itu sulit?

UK : Karena biasanya dalam bahasa Inggris antara tulisan dan pengucapan beda

ES : Ada beberapa aspek dalam speaking, contohnya ada vocabulary, grammar

dan pronunciation. Dari ketiga itu, menurut mu menjadi masalah ga?

UK : Ya, menjadi masalah. Terutama vocabulary.

ES : Menurutmu pelajaran bahasa Inggris di sekolah sudah cukup baik belum?

UK : belum.

ES : alasannya?

UK : media yang digunakan kurang bervariasi dan guru bisanya lebih

mendominasi dalam kegiatan belajar mengajar.

ES : ada pertemuan yang dikhususkan untuk speaking ga?

UK : ga ada. Biasanya cuman writing, reading atau listening. Untuk speaking

sendiri masih sedikit

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ES : siswa aktif ga dalam kegiatan belajar mengajar?

UK : ada yang aktif ada yang engga, tapi kebanyakan guru yang aktif ngomong.

ES : menurutmu kegiatan belajar mengajar perlu dikembangkan ga?terutama

speaking.

UK : sangat perlu, untuk bisa kepentingan di dunia kerja nantinya.

ES : seandainya dalam kegiatan belajar mengajar, siswa diikut sertakan dalam

proses belajar mengajar kamu senang ga?

UK : Ya senang. Supaya lebih kompeten

ES : di rumah sering latihan bahasa Inggris ga?

UK : Ya, biasanya lewat sms dengan teman, buka-buka kamus untuk menambah

vocabulary, kadang mendengarkan musik tapi ga tau artinya.

ES : kalau film suka ga?

UK : Ya suka.

ES : kalau dalam pelajaran bahasa Inggris diperbanyak kegiatan speaking

gimana?

UK : Ya, senang.

ES : Di sekolah ini ada ekstrakulikuler bahasa Inggris ga?

UK : Ga ada. Dulu katanya mau ada kelas intensif untuk bahasa Inggris dan

science tapi sampai sekarang belum jalan.

ES : Saya kira cukup untuk informasi yang saya dapat. Terima kasih.

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FIELDNOTE OF STUDENTS’ INTERVIEW

Place : Library

Date : Friday, 29th January 2010

Interviewer : Eling Setiadi (ES)

Interviewees :

1. Agustriani (AT)

2. Noviatun (NA) and Rica (R)

Topic : Teaching learning process and students’ educational background

The Second Interview Transcript

I came to library at 09.00 a.m. I had prepared recorder and interview

transcript before. After 5 minutes waiting, the interviewees came into the room and I

told them the interview topic. I conducted the interview in bahasa Indonesia. There

were three interviewees. They are Agustriani, Noviatun and Rica. Agustriani became

the first interviewee, and two last girls were interviewed together.

First Session

ES : Siapa namamu?

AT : Agustriani

ES : Alamat rumahnya?

AT : Nangkasawit RT04 RW02

ES : suka bahasa Inggris ga?

AT : suka

ES : kenapa suka bahasa Inggris?

AT : Karena untuk kedepan sangat berguna, khususnya untuk dunia kerja.

ES : karena bahasa Inggris itu penting, biasanya kamu belajar dimana saja selain

disekolah?

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AT : dirumah, dulu waktu masih MTs saya ikut kursus tapi sekarang tidak.

ES : Dalam belajar bahasa Inggris, ada empat skill yaitu listening,

speaking,reading dan writing. Dari empat skill itu menurut mu mana yang

paling sulit?

AT : itu yang ada rumus-rumusnya

ES : berarti grammarnya!kalau pronounciation jadi masalah ga?

AT : ya, kadang susah

ES : Menurutmu pelajaran bahasa Inggris di sekolah sudah cukup aktif belum?

AT : belum.

ES : dalam pelajaran bahasa Inggris, apakah guru lebih mendominasi dalam

pembelajaran?

AT : iya, guru lebih sering menjelaskan atau memberikan tugas-tugas.

ES : kegiatan speaking sendiri gimana?apakah sering dilakukan guru.

AT : Belum. Masih sangat kurang.

ES : media yang digunakan apa?

AT : LKS.

ES : yang lain ga ada?

AT : jarang

ES : menurutmu pembelajaran bahasa Inggris pelu ditingkatkan ga?

AT : Ya perlu, sebagai siswa SMK kita harus menguasai bahasa Inggris apalagi

untuk terjun di dunia kerja.

ES : sudah pernah berbicara atau latihan dengan native speaker?contohnya

mungkin waktu wisata di SMP ketemu dengan orang bule kamu berlatih

berbicara gitu!

AT : belum pernah.

ES : kalau dirumah? Tadi kan ada temanmu ada yang bilang katanya mereka

latihan sendiri melalu sms, kalau kamu?

AT : saya biasanya sms pake bahasa Inggris dengan Uus.

ES : seandainya disuruh maju de depan kelas malu ga?

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AT : mungkin tidak karena dulu waktu masih belajar di MTs berlatih melalui

pidato dengan menggunakan bahasa Inggris.

ES : menurutmu pelajaran bahasa Inggris di SMK ini masih perlu ditingkatkan

ga?

AT : Ya perlu.

ES : kalau dalam pelajaran bahasa Inggris diperbanyak kegiatan speaking

gimana?

AT : Ya, senang.

ES : seandainya di sekolah ini ada ekstrakulikuler bahasa Inggris kamu senang

ga?

AT : Ya, senang.

ES : Saya kira cukup untuk informasi yang saya dapat. Terima kasih.

Second Session

ES : Siapa namamu?

R : Rica

ES : Rumahnya?

R : Kedarpan

ES : kamu?

NA : Noviatun, asal saya Karangjoho

ES : saya ingin Tanya kalian tentang pembelajaran bahasa Inggris di SMK ini.

Kalian sendiri suka bahasa Inggris ga?

R : suka tapi ga bisa.

NA : saya juga suka.

ES : kenapa suka bahasa Inggris?

R : yang pertama unik dan kedua penting untuk kedepan, terutama untuk dunia

kerja.

NA : kalau menurut saya, bahasa Inggris itu sangat penting apalagi di era

globalisasi sperti sekarang ini. Jadi kita harus bisa.

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ES : Dalam belajar bahasa Inggris, ada empat skill yaitu listening,

speaking,reading dan writing. Dari empat skill itu menurut mu mana yang

paling sulit?

R : Berbicara

Na : Menulis

ES : di sini ada kelas tersendiri untuk kegiatan speaking?

R : ga ada. Jarang sekali.

ES : menurutmu perlu dikembangkan ga kompetensi bahasa Inggris di sini?

NA : ya perlu banget, karena untuk kedepan dapat dijadikan modal kerja

ES : di kelas bahasa Inggris siswa aktif ga?

NA : kadang aktif, karena gurunya galak.hehehehe……

ES : kalian belajar bahasa dimana saja.

NA : cuman di sekolah.

ES : kalau dirumah juga ga pernah?

R : Ya, paling lewat sms. Kadang nonton film atau mendengarkan musik.

ES : di sini kan ga ada ekstrakulikuler bahasa Inggris, seandainya diadakan

kalian mau ikut ga?

NA & R : Mau.

ES : Saya kira cukup untuk informasi yang saya dapat. Terima kasih.

NA & R : sama-sama.

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FIELDNOTES

Meeting : 1st meeting in cycle 1

Class : X Computer Engineering and Network Class of SMKN1 Kejobong

Day/ Date : Wednesday, 3rd February 2010

Time : 07.00-09.00 pm

Object : teaching and learning process led by teacher ES

Observer : Mr. SP

The Setting Description

The class is clean and the atmosphere is very fresh. English is the first lesson

of the day. The students have been ready to study English. The writer, Eling Setiadi,

will lead the teaching learning process and the observer of the teaching learning

process is Mr. Sidik Purnomo.

The teaching and learning process

07.00

The teacher and the observer are walking toward to the class after the bell has rung.

The teacher knocks the door and enters the class. The teacher asks the leader of the

class to lead the opening prayer. After that, the observer walks backward to have a

seat.

07.05

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The teacher greets the students and checks students attendance based on the students’

presence list. Unfortunately, there are two students absent because of sick. The

teacher asks whether they have homework or not, and actually there is no homework.

07.10

The teacher begins the lesson by asking some students questions. The boy sits on the

corner becoming the lucky number one. The teacher asks him with very simple

question “what is your father?” and he spontaneously answers the question “my

father is Riyanto”. Then the teacher asks the other students with same question. Most

of the students’ answers are similar with the first lucky boy. The teacher just smiles at

them. The class tends to be silent when the teacher gives strong deep question “Do

you understand what I mean?”, the students answer my question “No, sir” loudly. The

teacher explains the point of question “yang saya tanyakan ke kalian itu, apa

pekerjaan ayahmu bukan menanyakan siapa nama ayahmu!” and whole of them

reply my explanation with “Oooo…itu to artinya”.

07.20

The teacher tries to take the students’ attention by telling the new topic for today. The

teacher tells them that he will explain them about describing profession. The students

look interested in the topic.

07.25

The teacher asks the students listen to a short text about Robert’s Occupation. The

class starts to become little bit crowded when the teacher is reading the text. To keep

the class being silent, the teacher tells them that there would be some questions must

be answered after all. The noise decreases. Through the process of listening, students

don’t make noise any longer.

07.30

After listening to the descriptive text, the teacher gives some related questions for

some of them randomly. The task is to quest what Robert is. Fortunately, most of

them give right answer.

07.35

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After the questions finished, the teacher asks two students to read the text and the

other students identify some difficult words. The teacher writes some words and

pronounces the right pronunciation forward the class.

07.45

Going to the main activity, the teacher explains the generic structure of descriptive

text such as identification and description in order to explain language features. The

language features occurred in descriptive text is simple present tense and adjective.

The teacher explains about the pattern and functions of simple present tense.

08.05

After the explanation, one by one the students make some examples on the

blackboard. Most of the examples are well done, so the teacher gives them the other

exercises.

08.15

The researcher hands out a paper filled by some incorrect words in a short paragraph.

In pair, the students have to identify the incorrect one and change into the correct one.

The process runs well because they are able to finish the entire exercises well.

08.25

The bell is ringing. The teacher closes the meeting and says goodbye.

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FIELDNOTES

Meeting : 2nd meeting in cycle 1

Class : X Computer Engineering and Network Class of SMKN1 Kejobong

Day/ Date : Thursday, 3rd February 2010

Time : 07.00-09.00 pm

Object : teaching and learning process led by teacher ES

Observer : Mr. SP

The Setting Description

The students wear blue uniform. The writer shirt and the observer wears

batik. The writer, Eling Setiadi, will lead the teaching learning process and the

observer of the teaching learning process is Mr. Sidik Purnomo.

The teaching and learning process

07.00

The teacher and the observer have been ready to enter the class. They walk toward to

the class when the electric bell has been ringing. The teacher knocks the door and

enters the class. The teacher asks the leader of the class to lead the opening prayer.

After that, the observer walks backward to have a seat.

07.05

The teacher greets the students and checks students attendance based on the students’

presence list. All of the students are present. The teacher tells them that the lesson

will be a discussion. Some students say ”Yeah….asik”. The teacher begins to split the

class into some big discussion groups. A student asks whether the teacher divide them

or they can choose their group freely. The other students say “pilih sendiri-sendiri ya

pak!!!” and the other one “jangan pak, ditentukan pak guru saja!”. The class becomes

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crowded and some of them murmur. Finally, the teacher divides them into some

groups in which each group consists of 8 members.

07.10

The students seek their own group and try to get comfortable seat. After all the

students get their own group, the teacher tells them the discussion rules. The rules are

written on the blackboard and the teacher explains it clearly. After telling the rules, he

asks “do you understand what you have to do?” and they answers “not yet”. The

teacher tries to retell the rules in the second time.

07.15

The teacher spreads a picture for all groups. Each group has to describe the picture

based on the situation. The students start to do the discussion in their own group. The

noise is rising; the teacher claps his hands to warn some students. A leader of the

class also warns “Silent please!” and the class discussion runs better. To make all the

members active in a discussion, the teacher goes around the group and gives some

passive students questions. A boy with pointed hair is questioned by the teacher

“How many people are there?”, he just smiles and doesn’t understand with the

question point.

07.35

The teacher gives them a chance to ask some difficulties to him. Some students ask

about certain words in English such as “mengoprasikan komputer, pengantar pizza,

menelpon, mengecek”. The discussion has spent in adequate time and the teacher says

“have you finished?” lots of them say “Not yet, Sir!”. The injury time is only 5

minutes given to them to finish the assignment and the class is going to be crowded.

The teacher tells them that each group has to choose one volunteer to come forward

and describe the picture based on the discussion.

07.40

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There are five representative students in the class. One by one, they explains the

picture forward their peers. A girl from group four carries out the first performance,

she looks confidence and quite good in fluency. After she presents her performance,

the students give loud applause for it. She has a chance to choose the next presenter.

The second performance done by group two, her body shacks gradually when she is

telling the description. Group three does the third performance, she tells the

description well but less of expression occurred in the process of describing.

Actually, the students enchanted with her performance and the class becomes silent.

Group five delivers the fourth performance, there is little communication and she

tends being to be speechless. The class arises crowded when a boy is coming forward

to be the last group. He tells the explanation with many pauses and no expression at

all.

08.15

Before closing the second meeting, the teacher revises some mispronouncing words

and the students reply what the teacher pronounced. The teacher tells the way to be

relaxed and confidence delivering performance in front of the other students, and then

he chooses the best speaker of the day. It is aimed to give them motivation in

speaking class.

08.25

There is 5 minutes provided for the teacher closing the lesson. He gives the students

homework, each student has to get a picture. The picture will be shown off in front of

class, and they have to describe the picture orally. There are no questions from the

students any longer then, he sums the lesson up and says good-bye.

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FIELDNOTES

Meeting : 3rd meeting in cycle 1

Class : X Computer Engineering and Network Class of SMKN1 Kejobong

Day/ Date : Monday, 9th February 2010

Time : 12.45-13.30 pm

Object : teaching and learning process led by teacher ES

Observer : Mr. S

The Setting Description

The students wear white and grey uniform. The sky looks cloudy and it will

get rain. English is the last lesson; the students seem to be little bit tired. The writer,

Eling Setiadi, will lead the teaching learning process and the observer of the teaching

learning process is Mr. Sidik Purnomo. The writer wears long sleeves white shirt and

the observer wears checked shirt.

The teaching and learning process

07.00

The teacher and the observer have prepared themselves well. They walk toward to the

class when the electric bell has been ringing. The teacher knocks the door and enters

the class.

07.05

The teacher greets the students and checks the students’ attendance. There is no

missing student. All of them are present. The teacher tells the students that today they

will have speaking class. They have to come forward present a picture and one by

one, they describe the picture that has been prepared before.

07.10

Before starting the lesson, the teacher asks several students to pronounce some words

written on colored paper, such as take care, fly, design, entertain, teach, give service,

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sew, catch etc. There are some mispronouncing words produced by students and then

the teacher gave correctness. Whole students pronounce the correct pronunciations.

07.15

After that, he states that today activity will be begun. The class arises becoming little

bit crowded and they look ready to perform. After all the students have already

prepared their need, the teacher gives a chance to the students who want to be the first

volunteer. There is a veiling girl coming forward the class and the other peers give

loud applause for the first performance. The boys sit in back line say “prikitiew…”.

She describes the picture quite well but sometimes she speaks with lots of pauses.

07.20

In the second chance, the teacher chooses the next performer randomly. The class is

little bit crowded when one of their friends explains the picture forward the class. The

next performer is short boy who sits in the middle line of chairs. He is Doni. His

friends clap their hands loudly when he starts to explain the pictures. The English

teacher asks the students to keep silent and pay attention to the one who is presenting

the explanation. The atmosphere is getting much better and they begin to pay

attention. Doni looks confidence and little pauses in presenting the picture. Doni’s

performance is over; the others are in turn.

07.25

The performance is still in progress. Some students pay attention but the other are

busy practicing the description in slow voice but it still can be heard. One by one,

they describe the picture until the time is 10 minutes remaining. They are laughing,

smiling, murmuring when one of them perform in the class.

08.20

The students look excited in that day activity because speaking is rarely occurred in

English lesson before. The teacher asks the students “do you like today’s activity?”

and loudly the students answer “Yes, Sir”. Then the teacher chooses one of students

becomes the best speaker of the day. Endah Fariasih is the best speaker of the day;

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she looks confident and speaks fluently in front of class. The classroom becomes

silent when she is describing the picture.

08.25

There is no question from the students at all and teacher SP shows two tombs up for

their performance. The teacher leads the closing prayer and says good-bye.

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FIELDNOTES

Meeting : 1rd meeting in cycle 2

Class : X Computer Engineering and Network Class of SMKN 1 Kejobong

Day/ Date : Wednesday, 10th February 2010

Time : 07.00-08.30 pm

Object : teaching and learning process led by teacher ES

Observer : Mr. SP

The Setting Description

The students wear blue uniform. The atmosphere is actually very fresh

because English is the first lesson today. As usual, the writer, Eling Setiadi, will lead

the teaching learning process and the observer of the teaching learning process is Mr.

Sidik Purnomo. The writer wears white shirt and the observer wears batik.

The teaching and learning process

07.00

Similar with other day, the teacher enters the class after the bell has rung calling the

students join the lesson today. Greeting and checking students’ attendance are two

ordinary activities of opening. After that, the teacher asks whether there is homework

and the students say that there is no homework today.

07.05

After five minutes passed, the teacher reviews the last meeting before he continues

the main activity. He tells some mispronouncing words such as “would like,

introduce, idol”, grammatical usage such as “long blonde hair, long nose, hair short”,

and less of expressions in previous presentation.

07.10

The teacher starts the lesson today with telling the topic, namely physical appearance.

The teacher asks the students” Do you know what the meaning of physical

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appearance is?”, a girl sits in backward reply the question” physical appearance is

penampilan fisik seseorang”. The teacher shows a thumb up. After telling the topic of

today meeting, the teacher shows off a beautiful artist picture, she is Luna Maya. The

teacher asks the class “Who is she?” and the whole students enthusiastically answer

the question “She is Luna Maya.”.

07.15

to encourage students’ interest, the teacher gives the other questions continually, such

as about her marital status, her boy friend, her occupation, her business and many

more. The class is more active because most of them try to answer the questions.

07.20

Furthermore, the teacher asks about Luna’s physical appearance to the students. The

answers mostly correct but the structure is incorrect grammatically, such as hair long,

eyes round, hair straight etc.

07.25

The next step activity is writing some adjectives dealing with physical appearance on

black board. The teacher pronounced the adjective correctly and so do the students.

The teacher starts explaining the adjectives more detail.

07.35

When the material has totally given, the researcher hands out some exercises related

to the topic. The students look enthusiastic to do the exercises because they just have

to describe the pictures based on the picture given.

07.45

The last activity, the teacher reads short text entitled “My Friend Lara” and the

students listen to the description seriously. After the description, they have to do the

exercises collaboratively with her/his friends. The class is more manageable than the

previous meeting. The English teacher helps the researcher by controlling them one

by one.

08.00

After the entire students do their exercises, the teacher asks them to present their job.

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08.10

In addition, the teacher gives them short material about how to give personal

comment and expressions for conversation/ gambits. The teacher taught them this

material because most of them are still lack of confidence and they do not understand

how to give personal comment and expressions for conversation/ gambits.

08.25

In this stage, the teacher asks the students whether they still find any difficulties or

not. So far, there is no question from the students. He utters that the next meeting will

be guessing game. The class will be split into several small groups’ discussion. The

lesson is summed up and the teacher says good-bye.

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FIELDNOTES

Meeting : 2nd meeting in cycle 2

Class : X Computer Engineering and Network Class of SMKN1 Kejobong

Day/ Date : Thursday, 11th February 2010

Time : 07.00-09.00 pm

Object : teaching and learning process led by teacher ES

Observer : Mr. S

The Setting Description

The students wear blue uniform. The writer, Eling Setiadi, will lead the

teaching learning process and the observer of the teaching learning process is Mr.

Sidik Purnomo. The writer and the observer wears batik shirt.

The teaching and learning process

07.00

The teacher and the observer have been ready to enter the class. They walk toward to

the class when the electric bell has been ringing. The teacher knocks the door and

enters the class. The teacher asks the leader of the class to lead the opening prayer.

After that, the observer walks backward to have a seat.

07.05

The teacher tells them that there is a discussion class today. The class has been split

into 10 small group discussions before today’s meeting and they join in their own

group. The class are likely manageable and they do not make any noise in classroom.

07.10

The teacher gives the rule of discussion class i.e. each group has to choose one idol

(movie star, singer, comedian, politician or their friend). The idol chosen should be

kept in secret and untold to the others. The discussion is conducted in each group to

describe the picture as difficult as possible, they have to describe both her/ his

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physical appearance and occupation forward the other students and at the last, the

other groups guess who the idol is by using Yes-No questions.

07.15

After the groups understand the rule of the discussion, they start to discuss the topic.

All of them participate in the discussion actively. The teacher goes around the

discussion groups. The time given is over; the teacher begins to invite the group

randomly. Group 2 takes the first chance. The students clap their hands when group

two is coming to present their task. The leader of group two starts to describe their

idol in front of their peers. The presenter starts to describe idol’s physical appearance

such as “He has black short hair, he is medium high……”. The class is no noise any

longer. The students keep listening to the description curiously. At the certain time,

they seem to discuss about the description told with other members in one group. The

description is totally presented by the lucky number one and questions and answer

session is started then. Most of them raise their hand and try to ask some questions.

This session looks lively because they try to be faster asking the questions. A group

stops a veiling girl because her question is too much.

07.25

The situation keeps going until the last group. In addition, the motivation to take part

in discussion increases.

08.30

The teacher revises little mistakes occurred such as grammar or pronunciation in

main activity. He asks them whether there is a question. The teacher sums up the

activity because there is no question from students. He closes the second meeting

with saying good-bye. In this stage there is injury time given.

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FIELDNOTES

Meeting : 3rd meeting in cycle 2

Class : X Computer Engineering and Network Class of SMKN1 Kejobong

Day/ Date : Monday, 15th February 2010

Time : 12.45-13.30 pm

Object : teaching and learning process led by teacher ES

Observer : Mr. SP

The Setting Description

The students wear white and grey uniform. English is the last lesson of the

day, the students seem to be little bit tired. The writer, Eling Setiadi, will lead the

teaching learning process and the observer of the teaching learning process is Mr.

Sidik Purnomo. The writer wears long sleeves white shirt and the observer wears

checked shirt.

The teaching and learning process

07.00

The teacher and the observer have prepared themselves well. They walk toward to the

class when the electric bell has been ringing. The teacher knocks the door and enters

the class. Speaking test has been planned for today activity.

07.05

The sky is cloudy. Fortunately, the students are still ready to get the last lesson of the

day and all of students are present. The teacher asks the students to choose one of

their idol or inspiring man for her/ his life. Yuninda gives a question for the teacher

“Can I describe my teacher?” and the teacher answers, “Yes, of course”. Then, the

teacher provides 5 minutes for the students preparing the speaking test. Similar with

the previous test, they describe the idol in front of their friends. Each student begins

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to prepare the oral test. Some of them look into dictionary or ask to their friends.

Whole students have been ready to describe their idol.

07.20

Based on the students’ presence list, the teacher and teacher SP invite them one by

one. The first performance is done by Uswatun Khasanah. She describes a Hollywood

actor who plays in Harry Potter Trilogy. She seems to be relax and confidence in her

performance. In previous meeting, she usually looks nervous in describing picture.

The performance is better than the last activity. They look very confidence and do

less of mistakes in speaking.

07.25

Most students look confidence in turn of describing their idol. In queue, they come

forward presenting their performance well. The accuracy and fluently absolutely

increase.

08.30

The time allotment in the third meeting of second cycle is over. The teacher gives

them motivation in studying English, especially in speaking. Then, he leads the

students to close the activity with closing prayer and he says good bye.

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Researcher’s and Students’ Diary

A. Researcher’s Diary

The technique conducted to the students could create alive atmosphere in

teaching learning process, especially in speaking. Students felt confidence and

they were not afraid of speaking English. after they had been treated until second

cycle, there was good progression. Researcher took some representatives students

whose progression increased. They are:

1. Student US

She was active and confidence student. She was fast student, she replied the

question correctly. She had sufficient vocabulary, good grammar and good

pronunciation. She always tried hard to speak well. Unfortunately, she had

less of expression and didn’t understand the way to give personal response.

After being treated, she showed a good improvement. She also knew how to

give personal response or expressions appropriately and speak naturally. In

accuracy test she got 3.5 (pre-test), 4 (1st post test) and 4.5 (2nd post test).

While in fluency she got score 3.5 (pre-test), 4 (1st post test) and 4.5 (2nd post

test).

2. Student DH

He was passive students and he looked nervous in speaking English to the

other peers. He had lack of vocabulary, grammar and pronunciation. So, he

usually made mistakes and could not speak well. In speaking class, he looked

ashamed and he would give responses if he had been asked by the teacher.

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After the treatment, he had good self confidence in speaking. He had larger

vocabulary, grammar mastery and good pronunciation. He rarely made

mistakes in speaking. He had good progression in speaking which could be

seen on the test score. In accuracy test she got 3 (pre-test), 3.5 (1st post test)

and 4 (2nd post test). While in fluency she got score 2.5 (pre-test), 3.5 (1st post

test) and 4 (2nd post test).

B. Students’ Diary

“Menurut saya pembelajaran seperti ini sangat asik dan menyenangkan kita

bukan hanya belajar tapi kita bermain dan bertukar pikiran. Kita santai tapi

sambil berfikir. Semenjak Pak Eling ngajar di sini saya jadi semangat belajar

bahasa Inggris walaupun saya tidak bisa.”

“I am very happy.”

“Menurut saya dengan belajar speaking dengan cara seperti ini sangat efektif

karena setiap siswa jadi bisa bertanya dan tidak ada yang nganggur.”

“Menurut saya menyenangkan dan asik.”

“Menurut saya belajar seperti ini bagus, mengasikan dan membuat siswa aktif

dan tidak membosankan.”

“Suka, karena mlatih kepercayaan diri di depan orang banyak.”

“Thanks a lot, because of you I feel confidence to learn speaking in English.”

“Mapel bhs.Inggris dalam 2 minggu ini sungguh menyenangkan. Karena dalam

KBM itu kita santai tapi serious. Apalagi dalam pelajaran tersebut terdapat

hiburan ataupun games.”

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“You are the best teacher.”

“Saya menyukai pelajaran speaking ini, saat pertama saya sebenarnya takut

tapi akhirnya saya senang dengan pelajaran ini. Karena menyenangkan dan

membuat saya menjadi PD dan agak lancar berbicara.”

“Pembelajarannya menyenangkan walaupun cara pembelajaran pertama agak

kayak gitu, tapi hari kedua dan selanjutnya menyenangkan dan mengasikan.“

“Saya menyukai pembelajaran speaking yang telah dilaksanakan. Walaupun

pertama saya takut tetapi saya akhirnya berani untuk speaking.”

“Menurut saya cara mengajar Pak Eling sangat menyenangkan dan asik,

walaupun saya tidak begitu suka bahasa Inggris . yah saya coba2 berbahasa

Inggris cap cis cus ga jelas! Tapi saya seneng....”

“Menurut saya belajar bahasa Inggris itu menyenangkan terutama diajar oleh

Pak Eling.”

“Pelajarannya menyenangkan, sante nyambung dan gampang dimengerti. Yang

penting gurune jg nyenengin, gampang berinteraksi, sopan dan pembelajaran

yang diberikan dg cara yang menyenangkan.”

“Saya rasa pembelajaran yang diberikan sangat baik dan saya suka

pembelajaran speaking seperti ini.”

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RENCANA PELAKSANAAN PEMBELAJARAN

(LESSON PLAN FOR CYCLE I)

Nama Sekolah : SMKN 1 Kejobong

Mata Pelajaran : Bahasa Inggris

Kelas/semester : 1 TKJ/ Semester Genap

Kemampuan Dasar : Berbicara

Pertemuan : 1 – 3

Alokasi Waktu : 5 x 45 menit

A. Standar Kompetensi

Berkomunikasi menggunakan Bahasa Inggris setara dengan Level Novice

B. Kompetensi Dasar

Mendeskripsikan benda-benda, profesi, orang, ciri-ciri, waktu, hari, bulan dan

tahun

C. Indikator

1. Siswa mengetahui general structure yang digunakan untuk mendeskripsikan

pekerjaan seseorang.

2. Siswa mampu membuat kalimat berbentuk Simple Present Tense dan

mengetahui penggunaan Simple Present Tense.

3. Siswa mampu mendeskripsikan profesi/ pekerjaan seseorang dengan

menggunakan kata-kata yang tepat.

4. Siswa mampu mengaplikasikan pembelajaran yang diberikan dalam

kehidupan sehari-hari.

D. Materi Ajar

1. Describing Profession

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2. Simple Present Tense

E. Skenario Pembelajaran

No Kegiatan Pembelajaran Waktu

1.

2.

Pembukaan

a. Memberikan salam kepada siswa

b. Mengecek kehadiran siswa

c. Mengecek tugas/pekerjaan rumah siswa

Kegiatan Inti

A. Building Knowledge of Field

1. Guru menghantarkan siswa tentang hal-hal yang dapat

merangsang pemahaman siswa cara untuk

mendeskripsikan pekerjaan seseorang.

2. Guru menanyakan pekerjaan orang tua, saudara atau

teman siswa secara acak.

3. Siswa menjawab pertanyaan yang diberikan oleh guru

mereka secara singkat.

4. Guru meminta siswa menuliskan beberapa macam

profesi yang umum dijumpai dalam kehidupan sehari-

hari dalam bahasa Inggris di papan tulis.

5. Guru menugaskan beberapa siswa untuk melafalkan

profesi tersebut dengan jelas

6. Siswa lain ditugaskan untuk mendengarkan dan

mengecek pronunciation yang diucapkan.

7. Guru melafalkan beberapa macam profesi yang ditulis

di papan tulis dan siswa menirukan.

8. Guru menjelaskan general structure yang digunakan

5 menit 215 menit

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untuk menjelaskan/ mendeskripsikan pekerjaan

seseorang.

B. Grammar Focus

1. Guru menjelaskan tenses yang digunakan untuk

menjelaskan profesi seseorang, yaitu Simple Present

Tense.

2. Guru menjelaskan rumus dan fungsi Simple Present

Tense.

3. Guru menugaskan siswa untuk membuat beberapa

contoh kalimat menggunakan Simple Present Tense

baik kalimat positif, kalimat negatif ataupun

interrogative.

C. Modeling

1. Guru menuliskan teks singkat yang masih belum

benar dalam susunan kebahasaan (kata kerja) di papan

tulis.

2. Guru menugaskan siswa untuk mengansalisa teks

tersebut kemudian merubahnya menjadi susunan yang

benar.

3. Guru menugaskan beberapa siswa membaca teks yang

sudah benar tersebut.

4. Guru mengoreksi pronunciation yang masih belum

tepat.

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5. Guru membacakan teks tersebut dengan benar dan

siswa menirukan bersama-sama.

D. Joint Construction

1. Guru membagi siswa menjadi big group discussion,

dimana dalam 1 kelompok terdiri dari 8 – 9 siswa.

2. Guru membagikan sebuah gambar kepada setiap

kelompok.

3. Guru menjelaskan peraturan dalam kegiatan diskusi

tersebut.

4. Siswa ditugaskan untuk menjelasakan suatu gambar

mengenai keadaan suatu ruangan yang di dalamnya

terdapat beberapa orang dengan profesi yang berbeda-

beda.

5. Siswa mendiskusikan tentang gambar tersebut

bersama kelompoknya dan guru mengontrol jalannya

diskusi tersebut.

6. Guru mengontrol jalannya diskusi dengan cara

memberikan beberapa pertanyan kepada siswa yang

kelihatan kurang aktif dalam proses diskusi kelompok

tersebut.

7. Guru menunjuk beberapa perwakilan dari masing-

masing kelompok untuk menjelaskan gambar tersebut

di depan kelas secara lesan.

E. Independent Construction

Guru menugaskan siswa membuat deskripsi tentang suatu

pekerjaan secara individu

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3.

Penutup

a. Guru mereview pembelajaran yang sudah diajarkan.

b. Siswa diberikan kesempatan untuk menanyakan hal-hal

yang masih belum jelas setelah pembelajaran.

c. Guru memberitahukan tentang topik pembelajaran yang

akan diberikan pada pertemuan yang akan datang.

d. Guru memberikan salam penutup.

5 menit

F. Bahan

1. Descriptive teks

G. Metode Pembelajaran

1. Cooperative Learning

2. Discussion

H. Media Pembelajaran

1. Blackboard

2. Gambar

3. Kapur Tulis

I. Evaluasi Pembelajaran

1. Evaluasi proses pembelajaran dilakukan melalui test berbicara

2. Evaluasi melalui pre-test dan post test

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RENCANA PELAKSANAAN PEMBELAJARAN

(LESSON PLAN FOR CYCLE II)

Nama Sekolah : SMKN 1 Kejobong

Mata Pelajaran : Bahasa Inggris

Kelas/semester : 1 TKJ/ Semester Genap

Kemampuan Dasar : Berbicara

Pertemuan : 4 - 6

Alokasi Waktu : 5 x 45 menit

A. Standar Kompetensi

Berkomunikasi menggunakan Bahasa Inggris setara dengan Level Novice

B. Kompetensi Dasar

Mendeskripsikan benda-benda, profesi, orang, ciri-ciri, waktu, hari, bulan dan

tahun.

C. Indikator

1. Siswa mampu mendeskripsikan tentang ciri fisik seseorang dengan

menggunakan kata-kata yang tepat.

2. Siswa mampu mengekpresikan pendapat atau opini dalam diskusi.

3. Siswa mampu mengaplikasikan pelajaran yang diberikan dalam kehidupan

sehari-hari.

D. Materi Ajar

1. Describing physical appearance/ Adjective

2. Giving personal comment and expressions for conversation / gambits

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E. Skenario Pembelajaran

No Kegiatan Pembelajaran Waktu

1.

2.

Pembukaan

a. Memberikan salam kepada siswa

b. Mengecek kehadiran siswa

c. Mengecek tugas/pekerjaan rumah siswa

Kegiatan Inti

A. Building Knowledge of Field

1. Guru menghantarkan siswa tentang hal-hal yang dapat

merangsang pemahaman siswa tentang cara untuk

mendeskripsikan fisik seseorang.

2. Guru memberikan pertanyaan yang berkaitan dengan

adjectives dengan cara menunjukan gambar/ benda

(contoh : “Who is She?”)

3. Siswa menjawab pertanyaan yang diberikan secara

singkat.

4. Guru meminta siswa menuliskan beberapa kata sifat

yang berkaitan dengan ciri fisik seseorang dalam

bahasa Inggris di papan tulis.

5. Guru menyuruh beberapa siswa untuk melafalkan

sedangkan siswa lain mengedintifikasi kata-kata yang

salah.

6. Guru melafalkan kata sifat yang dituliskan siswa

dengan pronunciation yang benar dan siswa

menirukan.

5 menit 215 menit

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B. Grammar Focus

1. Guru menjelaskan kembali Simple Present Tense

secara singkat.

2. Guru menjelaskan adjective.

3. Guru menugaskan siswa untuk membuat contoh

kalimat menggunakan adjective dengan menggunakan

Simple Present Tense.

C. Modeling

1. Guru meminta siswa mendengarkan sebuah

descriptive teks berjudul “My friend Lara”

2. Guru menugaskan siswa untuk berdiskusi dengan

teman satu bangku untuk menjawab pertanyaan yang

diberikan

3. Guru meminta siswa menjawab pertanyaan-

pertanyaan tersebut secara lisan.

4. Guru meminta beberapa siswa membacakan teks

tersebut dengan menggunakan pronunciation yang

benar dan siswa lain menirukan bersama-sama.

5. Guru memberikan penjelasan mengenai how to give

personal comment and expressions for conversation /

gambits.

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6. Guru memberikan beberapa contoh dan latihan

kepada siswa secara singkat.

D. Joint Construction

1. Guru membagi siswa menjadi small group discussion,

dimana dalam 1 kelompok terdiri dari 4-5 siswa.

2. Guru menjelaskan mengenai peraturan dalam kegiatan

yang akan dilakukan, yaitu:

Setiap kelompok memilih satu tokoh idola baik

artis, politikus, komedian, atau profesional

kepada setiap kelomok.

Setiap kelompok harus merahasiakan tokoh

idolanya tersebut, jangan sampai kelompok lain

mengetahuinya.

Setiap kelompok akan berdiskusi membuat

deskripsi umum tentang tokoh idolanya tersebut

baik pekerjaan atau ciri fisiknya.

Apabila satu kelompok maju kedepan kelas

menjelaskan tokoh idolanya tersebut, kelompok

lain wajib membuat pertanyaan yang

berhubungan dengan deskripsi yang diberikan

dengan menggunakan Yes-No questions.

Pada akhir kegiatan, setiap kelompok menebak

siapakah tokoh dibalik deskripsi yang diberikan.

3. Guru mengontrol jalannya kegiatan dan berkeliling

memberikan masukan yang ada kaitannya dengan

kegiatan tersebut.

4. Satu persatu kelompok maju ke depan kelas

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3.

memaparkan hasil diskusi

5. Guru memberikan masukan terhadap performance

yang dilakukan oleh siswa.

E. Independent Construction

Guru menugaskan siswa untuk mencari gambar idola

mereka dan membuat deskripsi baik berupa pekerjaannya

atau ciri fisik secara lisan.

Penutup

a. Guru mereview pembelajaran yang sudah diajarkan.

b. Siswa diberikan kesempatan untuk menanyakan hal-hal

yang masih belum jelas setelah pembelajaran.

c. Guru memberikan salam penutup.

5 menit

F. Bahan

1. Teks my friend Lara

2. Sumber lain dari internet mengenai physical appearance, adjectives dan

giving personal comment and expressions for conversation / gambits

G. Metode Pembelajaran

1. Cooperative Learning

2. Discussion

H. Media Pembelajaran

1. Blackboard

2. Gambar

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3. Kapur Tulis

I. Evaluasi Pembelajaran

1. Evaluasi proses pembelajaran dilakukan melalui test berbicara

2. Evaluasi melalui pre-test dan post test

Pre-Test and Post-Test Blue Print A. PRE TEST

Waktu Pelaksanaan : Kamis, 28 Januari 2010

Tempat : Kelas X TKJ

Pre-test Skenario :

1. Peneliti membagikan sebuah gambar kepada masing-masing siswa.

2. Satu persatu siswa disuruh maju kedepan untuk menjelaskan gambar yang

telah diberikan. (mendeskripsikan tentang suatu profesi)

3. Peneliti menilai speaking skill mereka.

B. POST TEST I

Waktu Pelaksanaan : Senin, 9 Februari 2010

Tempat : Kelas X TKJ

Post-test Skenario :

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1. Sebelum melaksankan post test I, guru menugaskan siswa untuk mencari

sebuah gambar yang berhubungan dengan adjective dan pekerjaan.

2. Satu persatu siswa disuruh maju kedepan untuk mendeskripsikan gambar

yang telah mereka peroleh.

3. Peneliti menilai speaking skill mereka.

C. POST TEST II

Waktu Pelaksanaan : Senin, 15 Februari 2010

Tempat : Kelas X TKJ

Post-test Skenario :

1. Sebelum melaksanakan post test II, guru menugaskan siswa untuk mencari

sebuah gambar tokoh idola atau orang yang menginspirasi dalam kehidupan

mereka.

2. Satu persatu siswa disuruh maju kedepan untuk mendeskripsikan gambar

yang telah mereka peroleh.

3. Peneliti menilai speaking skill mereka.

The Criteria of Speaking Test

ACCURACY FLUENCY

Little or no language produced 1 Little or no communication 1

Poor vocabulary, mistake in

basic grammar, may have very

strong foreign accent

2

Very hesitant and brief utterances,

sometimes difficult to understand 2

Adequate but not rich

vocabulary, occasional grammar

slips, slight foreign accent

3

Get ideas across, but hesitantly and

briefly 3

Good range of vocabulary,

occasional grammar slips, slight 4

Effective communication in short

turns 4

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foreign accent

Wide vocabulary appropriately

used, virtually no grammar

mistakes, native-like or slight

foreign accent

5

Easy and effective communication,

uses long turns 5

Total score: 10

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Students’ Test Result

1. The Result of Pre-test

Student Number

Accuracy Mean Score

Fluency Mean Score ES SP ES SP

1 2 2 2 2 2 2 2 3 3 3 2 3 2,5 3 2 2 2 2 2 2 4 2 2 2 2 2 2 5 2 2 2 2 2 2 6 2 2 2 2 2 2 7 3 3 3 2 3 2,5 8 2 3 2,5 3 3 3 9 2 2 2 2 2 2

10 3 3 3 3 3 3 11 2 2 2 2 2 2 12 2 2 2 2 2 2 13 2 2 2 2 2 2 14 2 2 2 2 2 2 15 2 2 2 1 2 1,5 16 2 2 2 1 2 1,5 17 2 2 2 2 2 2 18 2 2 2 2 2 2 19 1 2 1,5 1 2 1,5 20 2 2 2 2 3 2,5 21 2 2 2 2 2 2 22 2 2 2 2 2 2 23 1 2 1,5 1 2 1,5 24 2 2 2 2 2 2 25 1 2 1,5 1 2 1,5 26 1 2 1,5 1 2 1,5 27 2 2 2 2 2 2 28 2 2 2 2 2 2 29 2 2 2 2 2 2 30 2 2 2 2 2 2 31 2 3 2,5 2 3 2,5 32 2 2 2 2 2 2 33 1 2 1,5 2 2 2 34 2 2 2 2 3 2,5 35 2 2 2 2 2 2 36 2 3 2,5 2 2 2 37 2 2 2 2 2 2 38 2 2 2 2 2 2 39 3 4 3,5 3 4 3,5 40 3 3 3 3 4 3,5 41 2 2 2 2 2 2

ES : Eling Setiadi SP : Sidik Purnomo

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The total accuracy and fluency score (Pre-test)

Student Number Accuracy Mean Score

Fluency Mean Score Total Score

1 2 2 4 2 3 2,5 5,5 3 2 2 4 4 2 2 4 5 2 2 4 6 2 2 4 7 3 2,5 5,5 8 2,5 3 5,5 9 2 2 4 10 3 3 6 11 2 2 4 12 2 2 4 13 2 2 4 14 2 2 4 15 2 1,5 3,5 16 2 1,5 3,5 17 2 2 4 18 2 2 4 19 1,5 1,5 3 20 2 2,5 4,5 21 2 2 4 22 2 2 4 23 1,5 1,5 3 24 2 2 4 25 1,5 1,5 3 26 1,5 1,5 3 27 2 2 4 28 2 2 4 29 2 2 4 30 2 2 4 31 2,5 2,5 5 32 2 2 4 33 1,5 2 3,5 34 2 2,5 4,5 35 2 2 4 36 2,5 2 4,5 37 2 2 4 38 2 2 4 39 3,5 3,5 7 40 3 3,5 6,5 41 2 2 4

Total 86,5 86,5 173

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In Which: ∑x = 173

N = 41

So, the students mean score was:

= 173 41 = 4.22 The students mean score in pre-test was 4.22

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2. The Result of 1st Post Test

Student Number

Accuracy Mean score

Fluency Mean score ES SP ES SP

1 2 3 2,5 2 3 2,5 2 3 4 3,5 3 3 3 3 2 3 2,5 3 3 3 4 3 3 3 2 2 2 5 3 3 3 3 3 3 6 3 3 3 2 3 2,5 7 3 4 3,5 3 4 3,5 8 3 4 3,5 3 4 3,5 9 2 3 2,5 3 2 2,5

10 3 4 3,5 4 4 4 11 3 3 3 2 3 2,5 12 3 3 3 2 2 2 13 2 3 2,5 2 2 2 14 3 3 3 2 2 2 15 3 3 3 2 3 2,5 16 2 3 2,5 2 3 2,5 17 2 3 2,5 2 2 2 18 2 2 2 3 3 3 19 2 2 2 2 2 2 20 3 3 3 2 3 2,5 21 2 3 2,5 3 2 2,5 22 2 2 2 3 3 3 23 2 2 2 2 2 2 24 2 2 2 3 3 3 25 2 2 2 3 3 3 26 2 2 2 2 2 2 27 3 3 3 2 2 2 28 3 3 3 2 2 2 29 3 3 3 2 3 2,5 30 3 3 3 3 3 3 31 3 3 3 2 3 2,5 32 2 3 2,5 2 3 2,5 33 2 3 2,5 2 3 2,5 34 2 3 2,5 3 4 3,5 35 2 3 2,5 2 3 2,5 36 3 3 3 3 3 3 37 3 3 3 2 2 2 38 2 3 2,5 2 3 2,5 39 4 4 4 4 4 4 40 4 4 4 3 4 3,5 41 2 2 2 2 2 2

ES : Eling Setiadi SP : Sidik Purnomo

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The total accuracy and fluency score (1st post test)

Student Number Accuracy Mean Score

Fluency mean score Total Score

1 2,5 2,5 5 2 3,5 3 6,5 3 2,5 3 5,5 4 3 2 5 5 3 3 6 6 3 2,5 5,5 7 3,5 3,5 7 8 3,5 3,5 7 9 2,5 2,5 5

10 3,5 4 7,5 11 3 2,5 5,5 12 3 2 5 13 2,5 2 4,5 14 3 2 5 15 3 2,5 5,5 16 2,5 2,5 5 17 2,5 2 4,5 18 2 3 5 19 2 2 4 20 3 2,5 5,5 21 2,5 2,5 5 22 2 3 5 23 2 2 4 24 2 3 5 25 2 3 5 26 2 2 4 27 3 2 5 28 3 2 5 29 3 2,5 5,5 30 3 3 6 31 3 2,5 5,5 32 2,5 2,5 5 33 2,5 2,5 5 34 2,5 3,5 6 35 2,5 2,5 5 36 3 3 6 37 3 2 5 38 2,5 2,5 5 39 4 4 8 40 4 3,5 7,5 41 2 2 4

Total 113 108 221

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In Which: ∑y = 221

N = 41

So, the students mean score was:

= 221 41 = 5.39 The students mean score in the 1st post test was 5.39

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3. The result of 2nd post test

Students Number

Accuracy Mean score

Fluency Mean score ES SP ES SP

1 3 3 3 3 3 3 2 4 4 4 4 4 4 3 3 4 3,5 3 4 3,5 4 3 4 3,5 3 4 3,5 5 3 4 3,5 3 4 3,5 6 3 4 3,5 3 3 3 7 4 4 4 4 4 4 8 4 4 4 4 4 4 9 3 3 3 3 3 3 10 4 5 4,5 4 5 4,5 11 3 3 3 3 3 3 12 3 4 3,5 3 4 3,5 13 3 3 3 3 3 3 14 3 4 3,5 3 4 3,5 15 3 3 3 3 3 3 16 3 3 3 3 3 3 17 3 4 3,5 3 4 3,5 18 3 3 3 3 3 3 19 3 3 3 3 3 3 20 3 4 3,5 3 4 3,5 21 3 4 3,5 3 4 3,5 22 3 3 3 3 3 3 23 3 3 3 3 3 3 24 3 4 3,5 3 4 3,5 25 2 3 2,5 3 3 3 26 3 3 3 3 3 3 27 3 3 3 3 3 3 28 3 3 3 3 3 3 29 3 4 3,5 3 4 3,5 30 3 4 3,5 3 4 3,5 31 3 4 3,5 3 3 3 32 3 3 3 3 3 3 33 3 3 3 3 3 3 34 3 4 3,5 4 4 4 35 3 4 3,5 3 4 3,5 36 3 4 3,5 4 4 4 37 3 3 3 3 4 3,5 38 3 4 3,5 3 3 3 39 4 5 4,5 4 5 4,5 40 4 4 4 4 5 4,5 41 3 3 3 3 3 3

ES : Eling Setiadi SP : Sidik Purnomo

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The total accuracy and fluency score (2nd post test) Student Number Accuracy Mean

Score Fluency mean

score Total Score

1 3 3 6 2 4 4 8 3 3,5 3,5 7 4 3,5 3,5 7 5 3,5 3,5 7 6 3,5 3 6,5 7 4 4 8 8 4 4 8 9 3 3 6 10 4,5 4,5 9 11 3 3 6 12 3,5 3,5 7 13 3 3 6 14 3,5 3,5 7 15 3 3 6 16 3 3 6 17 3,5 3,5 7 18 3 3 6 19 3 3 6 20 3,5 3,5 7 21 3,5 3,5 7 22 3 3 6 23 3 3 6 24 3,5 3,5 7 25 2,5 3 5,5 26 3 3 6 27 3 3 6 28 3 3 6 29 3,5 3,5 7 30 3,5 3,5 7 31 3,5 3 6,5 32 3 3 6 33 3 3 6 34 3,5 4 7,5 35 3,5 3,5 7 36 3,5 4 7,5 37 3 3,5 6,5 38 3,5 3 6,5 39 4,5 4,5 9 40 4 4,5 8,5 41 3 3 6

Total 138 139 277

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In Which: ∑x = 277

N = 41

So, the students mean score was:

= 277 41 = 6.76 The students mean score in the 2nd post test was 6.76

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Students’ Presence List

No Nama Siswa

1 Afita Haryani 2 Agustriani 3 Alfita Nur Fajriah 4 Anugrah Tunggal Utami 5 Aprilia Dewi 6 Ariska Dwi Nur Aini 7 Dedi Hendrawan 8 Doni Purwoko 9 Eka Susanto 10 Endah Fariasih 11 Eni Murwati 12 Etika Rahma Fatimah 13 Fina Sofianti 14 Fine Tirta Prawitasari 15 fitroh 16 Haryati 17 Ida Alifatul Muzakiroh 18 Ida Lestari 19 Indah Dwi Ayu Ningrum 20 Khosingun 21 Laela khusna 22 Laeli Rakhmawati 23 Niken Putri Pamularsih 24 Noviatun 25 Priyo Utomo 26 Renda Hermawan 27 Resti Yani 28 Restu Ardiyanti 29 Rica Wisnu Winasih Anggraeni 30 Rina Febriyani 31 Rina Puji 32 Rini S 33 Rino Setioko 34 Rohimah

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35 Samsul Rais 36 Siti Marwati 37 Tri Rahayu 38 Umi Latifah 39 Umi Sulastri 40 Uswatun Khasanah 41 Yuninda Asska

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Photographs

Teaching Learning Process

Teaching Learning Process

Independence Construction

Independence Construction

Big Group Discussion

Small Group Discussion

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Groups Discussion Performance