40 e. Comprehension Assessment of comprehension aspect could be seen in table 5 Table 10 The Result of students comprehension No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 3 80 7.5 315:5x100 = 63fair category 2 Good 70-79 5 77 12.5 3 Fair 60-69 8 65 20 4 Poor 50-59 10 50 25 5 Very poor <50 14 43 35 Sum 40 315 100 Table 10 showed that comprehension aspect‟s average of score was 63. The result included at fair category. Because the mastery of the students in this aspect had already enough / fair. The number of students who got very good categories were 3 or 7.5% from all students. Student who got good category was 5 or 12.5%. Student who got fair category was 8 or 20%. Students who got poor category were 10 or 25% from all students. Students who got very poor category were 14 or 35% from all students.
41 80 60 per 40 centa ge 60 65 63 2 0 48 43 0 For the acquirement of average score every assessment aspect could be seen at diagram 2. Diagram 2 The Result of Every Aspect cycle 1 Test of conversation Text speaking Ability pronunciation grammar vocabulary fluency comprehension Diagram 2 showed that students‟ average score at pronunciation aspect was 48 %, grammar aspect was 43%, vocabulary aspect was 60%, fluency aspect was 65% and comprehension aspect was 63%. It was concluded that the students‟ speaking ability of conversation text in cycle 1 was still poor. Based on the data, it was needed to be improved through research speaking ability by using peer learning technique in cycle 2. 3. The result of cycle II test Based on reflecting in cycle I the students it was still less of their speaking ability. Therefore, the writer had decided to continue the treatment in cycle II in order to improve teaching learning process and the students‟ speaking ability of conversation text. The students speaking ability could be seen at some aspect, these were pronunciation aspect, grammar aspect, vocabulary, fluency aspect and comprehension aspect.
42 Pronunciation Assessment of pronunciation aspect could be seen at table 1. Table 11 The Result of students pronunciation No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 7 92 17.5 347:5x100= 72 fair category 2 Good 70-79 10 79 25 3 Fair 60-69 8 79 20 4 Poor 50-59 8 59 20 5 Very poor <50 7 49 17.5 Sum 40 358 100 Table 11 showed that pronunciation aspect‟s average of score was 72. The result included at fair category. The pronunciation mastery of the students in this aspect was fair. The number of students who got very good categories were 7 or 17.5% from all students. Students who got good category were 10 or 25% from all students. Student who got fair category was 8 or 20%. Student who got poor category was 8 or 20%. Students who got very poor category were 7 or 17.5% from all students. Grammar Assessment of grammar aspect could be seen at table 2. Table 12 The Result of students grammar No Category Span of Score Frequency Weight of Score Percentage (%) Average Score
43 1 Very good 80-100 9 95 22.5 350:5x100 = 70 good category 2 Good 70-79 8 79 20 3 Fair 60-69 7 69 17.5 4 Poor 50-59 10 59 25 5 Very poor <50 6 48 15 Sum 40 350 100 Table 12 showed that grammar aspect‟s average of score was 70. The result included at good category. The grammar mastery of the students in this aspect was good. The number of students who got very good categories were 9 or 22.5% from all students. Students who got good category were 8 or 20% from all students. Student who got fair category was 7 or 17.5%. Students who got poor category were 10 or 25% from all students. Students who got very poor category were 6 or 15% from all students. Vocabulary Assessment of vocabulary aspect could be seen at table 3. Table 13 The Result of students vocabulary No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 10 99 25 355:5x100 = 71 good category 2 Good 70-79 9 79 22.5 3 Fair 60-69 10 69 25 4 Poor 50-59 5 59 12.5
44 5 Very poor <50 5 49 12.5 Sum 40 355 100 Table 13 showed that vocabulary aspect‟s average of score was 61. The result included at poor category. The vocabulary mastery of the students in this aspect was good category. Because the number of student who got very good category was 10 or 25%. Students who got good category were 9 or 22.5% from all students. Students who got fair category were 10 or 25% from all students. Students who got poor category were 5 or 12.5% from all students. Students who got very poor category were 5 or 12.5% from all students. Fluency Assessment of fluency aspect could be seen at table 4. Table 14 The Result of students fluency No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 8 99 20 355:5x100] = 71 good category 2 Good 70-79 8 79 20 3 Fair 60-69 10 69 25 4 Poor 50-59 8 59 20 5 Very poor <50 6 49 15 Sum 40 355 100
45 Table 14 showed that fluency aspect‟s average of score was 71. The result included at good category. It because the fluency mastery of the students in this aspect was good. The number of students who got very good categories were 8 or 20% from all students. Student who got good category was 8 or 20%. Students who got fair category were 10 or 25% from all students. Students who got poor category were 8 or 20% from all students. Students who got very poor category was 6 or 15% from all students. Table 15 The Result Of Students Comprehension No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 9 99 22,5 352:5x100] = 70.4good category 2 Good 70-79 10 77 25 3 Fair 60-69 10 69 25 4 Poor 50-59 5 59 12,5 5 Very poor <50 6 48 15 Sum 40 352 100 Table 15 showed that comprehension aspect‟s average of score was 70. The result included at good category. The comprehension mastery of the students in this aspect was good. The number of students who got very good categories were 9 or 22.5% from all students. Student who got good category was 10 or 25%. Student who got fair category was 10 or 25%. Students who got poor category
46 were 5 or 12.5% from all students. Students who got very poor category were 6 or 15% from all students. Based on the table showed that students‟ average score at pronunciation aspect was 84 %, grammar aspect was 75%, vocabulary aspect was 61%, fluency aspect was 56% and comprehension aspect was 36%. It was concluded that the students‟ speaking ability was evident available progress on cycle 2. Hence, the students average of score on cycle 2 almost at good category and that only one of aspect of fair category that is pronunciation aspect. Therefore, the students speaking ability of the students‟ grade VIII at SMP N 2 Mamboro almost had accomplished standard of a minimum completeness criteria (KKM). 4.2 Discussion That result of the data analysis above shows that the students‟ value of speaking ability of the students‟ grade VIII SMPN 2 Mamboro had different for every cycle test, as follows: cycle I pronunciation aspect the students‟ got average of score was 57 and that is result included at very poor category, grammar aspect the students‟ got average of score was 43 and the result included at very poor category, vocabulary aspect the students‟ got average of score was 60, the result included at fair category, fluency aspect the students‟ got average of score was 65 and the result included at fair category and the comprehension aspect the students got average score was 63 and the result included at fair category. Cycle II the students had highest progress in their speaking ability, the proof could be seen at every aspect in cycle 2, because in every aspects of speaking
47 ability the students had a progress to increase their speaking, for pronunciation aspect the students‟ got average of score was 75 and the result included at fair category, grammar aspect the students‟ got average of score was 70 and the result included at good category, vocabulary aspect the students‟ got average of score was 71 that result included at good category, fluency aspect the students‟ got average of score was 71 and the result included at good category and the comprehension aspect the students got average score was 70.4 and included at good category. Thus, from the all of aspect each cycle proven to be that despite the students‟ had challenges or efforts should be made to improve their speaking ability in every cycle, they do not never weak to repair their speaking ability with conversation text. Finally the students had highest progress in their speaking ability by using peer learning technique and could be seen at cycle 2. The difference is in the media use as well as the technique. The different of the before previous and the with the research I did is the score obtained, and also the way of doing the peer learning technique was also slightly different from what I did.
CHAPTER V CONCLUSION AND SUGGESTION Based on the result and statement presented in previous chapter the writer would like to present some conclusions and suggestions. 5.1 Conclusion Based on the aims of the study were, to find out whether or not the use of peer learning technique in teaching speaking and what are students‟ responses toward peer learning technique in teaching speaking. So, the result of the research could be described as follows. The use of peer learning technique improved students‟ speaking ability. The result of data analysis of the study, it was found that the students‟ value had change in each cycle, in cycle 1 the students aspect in speaking ability it was poor category, in the cycle 2 the students aspect in speaking ability had highest and the result included was good category. All of the data above indicated that the cycle 2 was more successful than cycle 1 and 2, because the students had increase speaking ability that only in cycle 2 than cycle 1. The students‟ responses toward peer learning technique in teaching speaking was very good category and the average of score was 84 had positive responses, and the very poor category was 42 who had negative responses. Therefore, there were more than half students had positive responses toward peer learning technique in teaching speaking 48
49 5.2 Suggestion Based on the conclusions above of the writer wants to give some suggestions as follows : 1. In teaching speaking English it would be better for the teachers use peer learning technique to improve the speaking ability of the students. 2. The English teacher should also apply peer learning technique in teaching speaking material, because this one is appropriate method in teaching speaking, which all of students are more active discussion. Thus, the student can develops their speaking ability. 3. The teacher can make the students to speaking up confidently in front of class with their friend. 4. Students can make practice to speaking English by using peer learning technique to increase their speaking ability. 5. The head master should motivate and support to the English teacher of English to apply this method especially in teaching speaking at their school. Besides, the head master should pay attention more with each teacher of English, about how their students‟ speaking ability is and what kind of the method is always used by him/her. In this case, he/she can look for the suitable method for them; in order their student can raise their speaking ability.
BIBLIOGRAPHY Bonwell and Eison 1991. Being active in learning English Brown, Douglas, 1994. Language Assessment; Principles and Classroom Practice, SanFrancisco state university, Logman. Brown, H.D. 1994. Teaching by Principles, http://www.cal.org/ncle.html Brumfit, CJ & K. Johnson. 1979. The Communicative Approach to Language Teaching. Oxford University Press. Burns. A & Joyce, H. 1997. Focus on Speaking. http: //www/cal/org/ecle.html Curriculum, 2006. (KTS 2006) . development the students four skills in English. David, P. Harris. 1969. Teaching English as a Second Language. Town University, USA. Doughty & William : 1998 . status of grammar focused teaching or as it is currently referred to form focused instruction. Harmer, jeremi. 2001. The Practice of English Language Teaching Third Edition Completely Revisid and Update England : edinburg Gate www.logman.com. Holander & Greidanus : 1996. Development by combining three approaches to vocabulary instruction and learning. Hornby : 1986 . fluency is the quality or condition of being fluent. National reading panel 2001. About section report of teaching children to read. Pattison and Breiger R, 1986. Cumulated social roles : the duality of persons and their elgebras. Social networks, 8, 215-256. Richards. Jact c and renandya willy A. 2002 . Methodology of Current Practice. Cambridge University Press. Silberman L. Melvin. 1996. Active Learning : 101 Strategy to Teach Any Subject. Allyn & Bacan, Unite State of America. Suharsimi Arikunto, 2006. the scheme of the cycle. 50
APPENDIX 51
52 Appendix 1 Interview with English teacher Preliminary study ET : English Teacher R : Researcher R : Halo Bu, selamat pagi. Apakabarnya hari ini? ( halo mam, good morning, how are you today?) ET : halo juga. Selamat pagi adik. Kabar baik selalu( too. Morning. I am good ) R : bu, bolehkah saya bertanya? Bagaimana reaksi anak anak ketika ibu mengajar bahasa inggris khususnya speaking? ( mam, can I ask something? How the react a students when mam teaching english especially Speaking?) ET: Ya berkaitan dengan reaksi mereka saat saya mengajar itu, mereka sepertinya kurang paham begitu. (. Yes with regards to their reactions as I teach them, they do not seem to understand so well.) R : Bagaimana cara ibu mengajarkan materi teks speaking pada murid? (How does Mom. teach speaking material to students?) ET: Ketika saya mengajar, saya sering menggunakan gambar sebagai media untuk mengajarkan materi speaking.(When I teach, I often use images as a medium to teach speaking English) R: Berapa standar KKM untuk materi mom? (What is the KKM standard for reading materials mom? ET : Kalau untuk standar KKM itu ditentukan oleh sekolah yaitu 70. (If the KKM standard is determined by the school that is 70) R : Sebarapa banyak murid yang tuntas dalam materi speaking tentang dialogue mom? (How many students are complete in Speaking materials about dialogue text mom.?) ET : Kalau yang tuntas itu, hanya seberapa saja mungkin sekitar 15/20 orang saja.(If the trough that, just a little maybe about 15/20 people only.
53 Appendix 2 QUESTION PRE-TEST Speaking test Class/semester: VIII/2 Teacher : Bana Ata Siwu Time: 45 menit After teacher give example the teacher ask students to read back dialogue. Marinus : hallo Maria, how are you today? Maria: hallo Marinus, I am good. And you ? Marinus : I am great too. Eh by the way can I borrow your notebook? Because yesterday I can‟t join the english class. Maria : okay. Surely. PEDOMAN PENILAIAN 1.Untuk setiap point penilaian, apa bila aspek pronouciation benar diberi skor 5, grammar 5, vocabulary 5, fluency 5 dan comprehension 5. 2.Jumlah skor maksimal untuk tiap nomor adalah 25 3.Nilai maksimal =100 4. Nilai siswa Skor penilaian X100% Skor maksimal
54 Apendix 3 Table 1 The Result of Pre-cycle test of students pronunciation Name Pronounciation Grammar Vocabulary Fluency Compherension Score AYB 2 3 3 2 2 48 ASD 3 3 2 3 3 56 ABK 2 2 3 3 3 52 AST 3 2 3 2 2 48 ASA 2 3 2 3 2 48 ASR 3 2 3 2 2 44 CBL 2 2 3 3 3 52 ENW 3 2 3 3 3 56 EKL 2 2 2 3 3 48 JSN 2 2 2 3 2 44 MJR 3 3 2 3 3 56 MGE 3 3 3 3 3 60 MSW 3 3 2 2 3 52 MM 3 3 3 2 3 56 NBO 3 3 2 3 3 56 OTW 3 2 3 3 2 52 ONL 3 2 2 2 2 44 OK 3 3 3 3 2 56 RM 3 2 2 2 3 48 RW 2 2 3 3 3 52 SY 3 3 2 2 3 52 TAE 2 2 3 3 3 52 YY 2 2 3 3 3 52 SW 3 3 3 2 2 52 EAY 3 2 2 2 2 44
55 GRP 3 3 3 3 3 60 MRM 3 3 2 2 3 48 UGS 3 3 3 2 2 48 PD 3 3 2 3 3 56 DDG 3 3 2 2 2 46 DA 3 3 2 2 3 48 BM 2 3 2 3 2 48 AD 3 3 3 3 2 56 AN 2 2 2 3 3 48 ADR 3 3 3 2 2 52 ANL 2 2 3 3 3 56 ASS 3 2 3 2 3 48 YR 3 2 3 2 2 48 YMR 3 3 3 3 3 60 TAE 2 2 2 3 3 48 SP 3 3 3 3 2 56 TOTAL 1.798
56 Appendix 4 Table 1 The Result of students pronunciation Name Pronounciation Grammar Vocabulary Fluency Compherension Score AYB 3 3 4 4 4 72 ASD 3 4 4 4 4 76 ABK 3 4 4 3 3 72 AST 3 3 4 4 4 72 ASA 4 4 3 3 4 72 ASR 3 3 4 4 3 68 CBL 4 3 3 4 4 72 ENW 3 3 4 4 4 72 EKL 4 3 4 3 4 72 JSN 4 4 3 3 3 68 MJR 4 4 4 4 3 76 MGE 4 4 4 4 4 80 MSW 4 3 4 3 4 72 MM 4 4 4 4 4 80 NBO 4 4 4 4 4 80 OTW 3 4 4 4 4 76 ONL 4 3 4 3 4 72 OK 4 3 4 3 3 68 RM 4 3 3 4 3 68 RW 4 4 4 4 3 76 SY 4 4 4 4 4 80 TAE 4 4 4 4 4 80 YY 4 4 4 4 4 80 SW 4 3 3 4 4 72 EAY 4 3 4 4 4 76
57 GRP 3 3 4 3 4 68 MRM 3 4 3 3 4 68 UGS 4 4 3 4 4 76 PD 4 4 4 4 3 76 DDG 4 3 4 3 4 72 DA 4 3 4 4 3 72 BM 4 4 4 3 4 76 AD 4 4 3 4 3 76 AN 4 4 3 4 3 72 ADR 4 4 3 4 3 72 ANL 3 3 4 4 4 72 ASS 4 4 4 4 4 80 YR 4 4 3 4 4 76 YMR 4 4 4 4 4 80 TAE 4 4 4 4 4 80 SP 3 3 4 3 3 68 TOTAL 3.036
58 Appendix 5 Cycle one Speaking test Class:VIII/2 Teacher :Bana Ata Siwu Time: 45 menit Method :Peer Learning Technique Make a short dialogue with your friends using your own sentence by permissioon and request 5.Untuk setiap point penilaian, apa bila aspek pronounciation benar akan di beri skor 5, grammar 5, vocabulary 5, fluency 5, dan comprehension 5. 6.Jumlah skor maksimal untuk tiap nomor adalah 25 7.Nilai maksimal =100 8.Nilai siswa= skor penilaian X100 Skormaksimal Cycle two Speaking test Class/semester: VIII/2 Teacher : Bana Ata Siwu Time : 45 menit Method: Peer Learning Technique 1.Give your responses about question statement a.Can I borrow your bolpoin? b.Can you help me? c.can you tell me what happen with my teacher? d.excuse me, can I use the toilet, please? e.may I sit in here? f.do you mind staying here with me one night?
59 g. My mother prohibits me to go with you! h.Can you introduce yourself please? i. May I ask your money? j. don‟t close the door. PEDOMAN PENILAIAN 9.Untuk setiap point penilaian, apa bila aspek pronounciation benar diberi skor 5, grammer 5, vocabulary 5, fluency 5 dan comprehension 5. 10.Jumlah skor maksimal untuk tiap nomor adalah 25 11.Nilai maksimal = 100 12.Nilai siswa Skor penilaianX100 Skor maksimal
60 Appendix 6 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama sekolah : SMP N 2 Mamboro Mata pelajaran : Bahasa Inggris Kelas : VIII Materi Pokok:3.4 dan 4.4 / teks interaksi interpersonal, menyuruh, mengajak, meminta ijin, serta menanggapinya. Alokasi waktu : 2 x 40 menit F. Tujuan Pembelajaran Peserta didik diharapkan dapat melakukan percakapan interpersonaldengan menggunakan ungkapan meminta ijin melalui kegiatan terintegrasi menyimak, membaca, berbicara dan menulis dengan percaya diri. G. Media pembelajaran dan sumber belajar Media : worksheet atau lembar kerja siswa (LKS) Sumber Belajar : buku penunjang kurikulum 2013 mata pelajaran Bahasa inggris 2013 When English Rings The Bell, kelas VIII, Kemendikbud, Revisi Tahun 2017 Kamus Bahasa Inggris. H. Materi Pembelajaran : I. Langkah langkah pembelajaran Kegiatan Pendahuluan (10 menit) Guru memasuki ruang kelas. Pembukaan dengan salam pembuka, menyuruh salah satu siswa untuk memimpin doa pembukaan sebelum memulai pembelajaran serta memeriksa kehadiran siswa. Apersepsi. Guru menjelaskan gambaran umum tentang apa yang akan dipelajari selanjutnya. ( What kinds of expressions do you to asking and giving permissions?) Motivasi. It is very important to learn about this material, because by learning expressions of asking and giving permissions, you can use those expressions in daily communication. Kegiatan inti (60 menit) Mengamati : peserta didik secara berkelompok membaca teks dialog pada BS, hal,61 tentang ungkapan meminta ijin.
61 Menanya : peserta didik menanyakan hal-hal yang tidak diketahui atau belum jelas terkait penggunaan Can I terkait ungkapan meminta ijin. Mengumpulkan : peserta didik membuat 2 kalimat tentang penggunaan Can I. Informasi Mengasosiasi : peserta didik secara berkelompok mengembangkan dialog pendek mengenai ungkapan meminta ijin dari kalimat yang telah dibuat sebelumnya. Mengkomunikasikan : satu kelompok menyajikan hasil diskusinya, sedangkan kelompok lain memberikan tanggapan. Kegiatan penutup ( 10 menit ) Guru bersama siswa membuat kesimpulan atau rangkuman tentang materiyang sudah dipelajari. Guru memberikan tugas pada siswa. J. Penilaian Hasil Pembelajaran Penilaian Pengetahuan : Written test Penilaian Performance : performance test Mamboro, 23 Maret 2021 Guru Mata Pelajaran Mengetahui Kepala Sekolah, Steven Kalikuta, SE Bana Ata Siwu NIP. 1972 0909 201406 1 0003 NPM. 2171000320085
62 DOCUMENTATION Picture 1.1 give the material for students Picture 1.2. still give the material for students
63 Picture 1.3. give the task for the students. Make them the group. Gambar 1.4. give the task
64 Gambar 1.5. explain the material Gambar 1.6. the students do the task
ini: }\• 8imPan9 6z}-o 14B hga ang, T¥1p. (9H1) 32321t • 326019, E x. 335070 BERITA ACARA BIMBINGAN SKRIPSI 1. NamaMahasiswa :Bana Ata Siwu 2. NPM : 2171000320085 3. Fakultas : Pendidikan Ilmu Sosial danHumaniora. 4. PmgmmSmé :PcodM1]aoBdmuInAeñs JudulSloipsi :ImprovingSpeakingabilityof&estudentsgradeVIII atSMPN2Mamboro by using Peer Learning Technique in the academic year 2020/2021 S. Konsultasi f I' 6. Tanggal selesai menulisskripsi 7. Ketcrangan : Bimbingan telah selesai Dosen Pe bimbing NIDN : 0721078101 in waa parini S Pd M Pd NIDN : 07010107106 di M.Pd Tanggal Paraf R E V I S I Kooang@n Tanggal Paraf Tanggal Paraf 21/02/2021 03/03/2021 09/03/2021 PengajuanJudul 16/03/2021 f pf Z Pembuatan Proposal 07/05/2021 19/05f2021 I “ 20/05/202t Penyusunan Bab I 07/05/2021 J 19/05/2021 20/05/2021 f Penyusunan Bab II 10/06/2021 15/06/2021 “ k l S/0d/2021 Pcnyusunan Bab III 03/08/2021 16/08/202t 22/08/2021 Penyusunan Bab IV 03/08/2021 16/08/2021 22/08/2021 Penyusunan Bab V 23/08/202 I 25/08/2021 ' 25/08/2021 I LaporanAkhé
BERITA ACARA UJIAN SKRIPSI Pada hari ini Senin, 30 Agustus 2021. TimPembimbing /PengujiSkripsi ProgramStudiPendidikanBahasa Inggris: telah menguji mahasiswa: Nama : Bana Ata Siwu NPM : 2171000320085 JudulSkripsi :Improving speaking ability of the students grade VlIt at SMPN 2 Mamboro by using Peer Learning Technique Berdasarkan proses dan hasil ujian, Tim Penguji berkesimpulan bahwa mahasiswa tersebut: LULUS / Untuk selanjutnya yang bersangkutan harus memperbaiki skripsinya dengan ketentuan: 1. Menempuh Ujian Ulang TidakMenempuhUjianUlang Batas akhir perbaikan tanggal: ...... ......... Penguji I, Malang, 30 Agustus 2021 Penguji II, wati Pus ini. S.Pd M.Pd. NIDN: 07010107106 Mengetahui: Ing S S.P M.Pd NIDN: 0721078101 HerninaDewiRestart S.P MPd.
DECLARATION OF AUTI-WORSHIP I have been signature below : Name NPM : Bana Ata Siwu : 2171000320085 Study Program : English Language Education Stating that this scientific work is my own work. To the best of my knowledge, this scientific work does not contain material written by others unless there are certain sections that I take it as my reference material or reference in making thisscientific work while still following the usual methods and ethicsin writing scientific papers. If I am proven later that my statement is not true then I will take full and personal responsibility. Malang, October 31* 2021 Researcher BaniiAta Si NPM 2171000320085