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Skripsi FTIK Imam Arifin PDF
Skripsi FTIK Imam Arifin PDF
A GRADUATING PAPER
BY:
IMAM ARIFIN
11310087
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ii
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Motto
(Eddie Vedder)
There’s a big thing in this world that everyone had, it’s hope
(Anonymous)
(Tom Delonge)
v
DEDICATION
vi
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the king of universe
and space. Thanks to Allah because the writer could complete this study as one of
This graduating paper would not have been completed without support,
guidance and guidance from individual and institution. Therefore, I would like to
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic
States Institute for Islamic Studies (IAIN) Salatiga. Thank you for all your
recommendation for this graduating paper from beginning until the end.
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ABSTRACT
ix
TABLES OF CONTENTS
TITLE i
DECLARATION ii
ATTENTIVE COUNSELOR NOTES iii
PAGE OF CERTIFICATION ................................................................ iv
MOTTO v
DEDICATION vi
ACKNOWLEDGMENT vii
ABSTRACT ix
TABLE OF CONTENTS x
CHAPTER I: INTRODUCTION
A. Background of the Research .......................................................... 1
B. Problem Statements........................................................................ 6
C. Objectives of the Research ............................................................. 7
D. Limitation of the Research ............................................................. 7
E. Significance of the Research .......................................................... 9
F. Definition of the Key Terms 10
G. Research Paper Organization 13
CHAPTER II: LITERATURE REVIEW
A. Previous Research .......................................................................... 15
B. Concept of Speaking ...................................................................... 16
1. Definition of Speaking ............................................................ 16
2. Importance of Speaking .......................................................... 17
3. Types of Spoken Language ..................................................... 18
4. Problem in Speaking ............................................................... 19
5. Classroom Speaking Performance .......................................... 22
6. Criteria of Good Speaking Performance ................................. 22
7. Evaluation of Speaking ........................................................... 26
C. Concept of Group Investigation .................................................... 29
1. Definition of Group Investigation ............................................ 29
2. Purpose of Group Investigation ............................................... 31
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3. Procedures of Group Investigation........................................... 32
4. Advantage and The Disadvantage of GI .................................. 33
D. Procedure of the Research .............................................................. 34
CHAPTER III: RESEARCH METHODOLOGY
A. Research Report ............................................................................. 37
1. Identity of MTs Sudirman Jambu Semarang ........................... 37
2. Vision and Mision of MTs Sudirman Jambu Semarang .......... 37
3. Teacher Condition .................................................................... 38
4. Condition of Students............................................................... 39
B. Research Methodology................................................................... 39
1. Subject of the Research ............................................................ 39
2. Types of the Research .............................................................. 40
3. Procedure of the Research ........................................................ 41
4. Techniques of Collecting Data ................................................. 43
5. Technique of Analyzing Data .................................................. 44
CHAPTER IV: FINDINGS AND DISCUSSION
A. Implementation of the Research..................................................... 47
1. Cycle I ...................................................................................... 47
2. Cycle II ..................................................................................... 49
B. Data Analysis ................................................................................. 51
1. Cycle I ................................................................................ 51
2. Cycle II ............................................................................... 56
CHAPTER V: CLOSURE
A. Conclusion ..................................................................................... 63
B. Suggestion ...................................................................................... 64
REFERENCES
APPENDICES
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CHAPTER I
INTRODUCTION
effective medium communication which helps people share with the others.
thoughts and ideas, but it forges friendships, cultural ties, and economic
relationships.
may add to it, modify it, play with it, create in it, ignore bits of it, as you will. And
it is just as likely that the course of the English language is going to be influenced
a mother-tongue.
It involves into national education curriculum that every formal school runs. It
1
becomes an obligatory subject in Junior and Senior High School and a
national language, especially in the country that so far from native speakers of
British and American. The Indonesian student as the one of learner who is far
from the natives faced it so. They confused on learning the different pronunciation
English was chosen over Dutch despite the fact that the Dutch had
colonized Indonesia for three and a half centuries. As is very well recorded
in our history, the official status of English in the country has been "the
first foreign language" and the political stance of Indonesia's government
is quite firm: "English is not and will never be a social language nor the
second official language in Indonesia"(Sadtono in Bachrudin, 1997)
Generally, the learners did so, but there are some students who couldn’t act as
their friend.
2
Mastery English language has many advantages to face the world. It is
Language is very important in social life. All people know about the benefit of
mastery English, but little of them unconscious to learn English. Because, they
think that English is very difficult for them.It has been taught in some levels
our daily lifeand in many kinds of modern technology, such as mobile phones,
etc.
with English languagein this global era.Learning English is important for the
students. It is important for students to face the world. The successful in learning
English of teaching on school are the students can communicate with oral and
written.
listening, writing, and speaking. By seeing the phenomena of Mute English how
3
the millions of learners can read but not speak, (Jason, 1988) we know that
speaking skill is one of difficult skill to learn for the students. To be a good
own idea.
language is harder than reading, writing, or listening for two reasons. First, unlike
reading or writing, speaking happens in real time, usually the person you are
talking to is waiting for you tospeak right then. Second, when you speak, you
cannot edit and revise what you wish to say, as you can if you are writing. In
class, students spent a great deal of time in copying models rather than expressing
their own ideas creatively. Speaking was used to express that students had
mastered vocabulary they have learnt, rather than had a good idea about the
subject matter.
From some experiences, teachers’ centered has weakness. Usually, teacher just
give structure pattern and ask their students to make sentences in class, it is full of
theories and make them boring. In other hand, students have less interaction with
other students in learning process that will make students more passive in class.
The teacher just uses the same methods. He feels that it has been effective when
teacher uses that method in class, and they don’t understand to change the
methods in order to make students more active and enjoy in classroom. The
teacher should know about new method that can be used in class to improve
4
students’ interest and speaking skill.There are a lot of methods that can be used in
Teacher has to find new method in teaching learning process that can
language skills get less proportion in the English teaching and learning. There is
rarely speaking test or oral production test. Consequently the students assume that
listening and speaking are not very important to study.Speaking is productive skill
teambuilding in class. The statement shows that group has important position in
speaking activities more fun and effective for students in learning English by
Sharan (1989) said that in group investigation, students take an active part
in planning what they will study and how. They form cooperative group according
to common interest in topic. All group members help plan how to research their
5
topic. The ‘active’ in that statement refers how speaking has central position in
group sharing of group investigation teaching model. The researcher tried to use
group investigation can help students to be more active and express their idea
through their partner in classroom's group. So, the writer takes using of Group
Investigation method as a topic of this research. That is the reason why the writer
chooses the title for this paper “IMPROVING THE STUDENTS’ SPEAKING
B. Problem Statements
When the teacher gave the students speaking activity, the students did not
want to speak or to express their ideas in their mind.Then, the problem of study
6
C. Objectives of the Research
Based on the problems of research above, the writer can conclude of the
2016/2017.
any grade level and in most school subjects. All of the methods involve having the
high-average, and low-achieving students, boys and girls, black, Anglo, and
7
as their non-handicapped classmates. In other words, each group is a microcosm
process, students are involved since planning stage and determining the topic to
experience.
In order to avoid any misinterpretation of the problem, the writer limits the
study on the using of group investigation in learning process. The writer usedthis
SudirmanJambu Semarang.
8
E. Significance of the Research
This research is hoped that it will be useful for the teachers, students and
graduating paper to get bachelor grade. The successful of this research will be
used in teaching in class after the writer can be teacher in the future.
the students speaking skill in learning process and giving more enjoy and
learning methods that are distribute in speaking class and other class. The
class. Group Investigationcan help the teacher to improve the students’ ability
methods for teacher in learning process. English teacher must have many
students will have more interest joining in English learning. It is the good
9
F. Definition of Key Terms
1. Group
people or things together, we can conclude that group contains by some people
classroom has its own social order and classroom culture. The students as
member of classroom keep themselves focus on their way of life that develops
there. Each classroom’s standards and expectations are the things that become
2. Investigation
order to discover the truth.From that statement, we see that investigation refers
to the process of inquiring about a chosen topic that groups focus on. The
general role of teacher is carrying out the investigation to make the students
aware on resources finding that may be helpful. In this case, the teacher's role
3. Group Investigation
teaching strategy form that shows dynamics democratic process with the
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We knew the meaning of group investigation by the statement below:
making to be better, so the teacher's task is increasing the student’s ability and
activeness in class.
5. Speaking
or grammar. It shows how people understand when, why, where, and in what
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In language teaching, the four skills are described in terms of their
called receptive. Another important idea is the channel, which refers to the
speaking has been the one of human needs by looking the usage in the daily
6. Skill
task with pre-determined results often within a given amount of time, energy,
or both. Skills can often be divided into domain general and domain-specific
skills. For example, in the domain of work, some general skills would include
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G. Research Paper Organization
general description of MTs Sudirman, setting of the research, subject of the study,
method of the research, types of the research, technique of collecting data, and
Chapter four is the implementation of the research and data analysis. This
chapter explains about the score of achievement test, the score of pre-test and
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Chapter five is closure which consist of conclusion, and suggestion on the
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CHAPTER II
LITERATURE REVIEW
A. Previous Research
presents three relevant studies. The first research has been done by Yunita
Haffidianti (2011). The objective of this research was to improve the learning
research were 38 students. After the conducting the research, the researcher
found that in the result indicated that there was the significant improvement of
The second research has been done by Fariyah (2013). The objectiveof
this research was to improve the activeness and the learning result of students.
This research applied true experimental design. The participants of this research
After conducting the pre-test and post-test, the result of this research showed that
group investigation (GI) has positive effect on the learning of economy class. It
The third research has been done by Ona OStarika (2014) who was did
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The researcher found that the use of group investigation improved the activity
and the result of learning of social study. The improvement also improved the
that there was a significant difference before and after the treatment by using
Based on the researches above, the research of this paper found that the
education materials. So, the researcher concluded to take the research in English
speaking skill.
B. Concept of Speaking
1. Definition of Speaking
There are four skills in English: listening, reading, writing, and speaking.
skill which is simply needed more than one person as speaker and listener. This is
compromises the reliability and validity of an oral production test. From those
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two or more people in which the participants are both the listeners and the
speakers having to act what they listen and make their contribution at high speed.
Lado (1977) says also that either four or five components are generally
recognized in analysis of speech process. They are: a) Pronunciation
(Including the segmental features-vowels and consonant and the stress and
intonation/ pattern), b) Grammar, c) Vocabulary, d) Fluency (the case and
the speech of the flow of speech), and e) Comprehension. (Lado in
Kusmaryati, 2009).
The explanation from Lado, shows that speaking needs process. The result of
2. Importance of Speaking
Speaking ability in English is useful in many situations and places in this era.
Such as in the school education, apply to get a job, or when someone goes to the
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on the internet use English and have made knowing Englishindispensable.
(Shaik, 2016)
Guoqiang (2009) stated that: to be a good speaker the English learners have to
above there are many factors that influence speaking ability. Although speaking
has been included in the educational plan for English teaching in colleges and
universities in the past years, the percentage of time devoted to activities in which
students can communicate with each other in English remains small in the whole
class. Speaking is the skill that the students will be judged upon most in real-life
situation .It is an important part of everyday interaction and most often the first
comprehensibly.
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Nunan (1991) explained that: in monologues, when one speaker uses
spoken language for any length of time, as in speeches, lectures, readings, news
broadcasts, and the like, the hearer must process long stretches of speech without
material) usually manifest little redundancy and are therefore relatively difficult to
into those exchanges that promote social relationships (interpersonal) and those
conversations between or among participants who are unfamiliar with each other,
unfamiliar with each other, references and meanings have to be made more
4. Problem in Speaking
involves both intrinsic and extrinsic aspects. Speaking shows how the speaker
uses the vocabulary in the right way bravely. So, according to different type of
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Brown (2001) suggested some causes that make speaking difficult as
follows:
1. Clustering
their output both cognitively and physically (in breath groups) through
such clustering
2. Redundancy
language
3. Reduced Forms
stigmatize them.
4. Performance Variables
can actually be taught how to pause and hesitate. For example, in English
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our thinking time is not silent; we insert certain fillerssuch as ub, um, well,
you know, I mean, like, etc. one of the most salient differences between
phenomena.
5. Colloquial Language
Make sure your students are reasonably well acquainted with the
words, idioms, and phrases of colloquial language and that they get
6. Rate of Delivery
important messages.
8. Interaction
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5. Classroom Speaking Performance
Speaking is one of skill that students should study in the classroom because
speaking is not a simple skill in learning English. It can be used to express ideas
or other purposes in having relation in the world. There are some definitions of
Richards (2008) stated that the mastery of speaking skills in English is a priority
their English course based on how much they feel they have improved in their
Speaking is not just expressing something orally. However, the students need to
acquire some speaking aspects to have a good speaking skill. Speaking becomes
important because speaking is a skill that can make people easily understand to
what things explained. Speaking assess the speaker to be able to transfer their idea
through speech.
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There are the aspects of speaking performance:
1. Fluency
2000:826), and use the language to express meaning so that other people
seconds of silence and time spent saying and by subjects as they complete
a task.
2. Pronunciation
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3. Grammar
Brown (2001) stated that grammar is the system of rules governing the
words into appropriate sentence by considering all the use of each word
and it’s tense. Grammar makes well arranged group of words that will be
24
4. Vocabulary
being said.
5. Interactive Communication
the ability of a candidate to interact with the interlocutor and the other
listener.
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6. Appropriateness
through the conversation process. We can see it from the statement bellow:
variables. When people are communicating they have to see what effects
7. Complexity
made speaking difficult were related to the type of information that had to
written language is static and dense, while spoken is dynamic and intricate.
7. Evaluation of Speaking
roles to gain optimal objective in class. Harmer (2007) pointed out three roles of
26
Harmer (2007) provided the three roles of teachers in teaching speaking:
1. Prompter
which make lose the fluency we expect of them. The teacher as a prompter
their roles.
2. Participant
3. Feedback Provider
It is vital that the teacher allows the students to assess what they have
activity.
27
Then, there are the way to assess the speaking performance as it is
1. Interview
questions and directives. Interview can vary in length from perhaps five to
2. Role Play
rehearsal time so that students can map out what they are going to say. As
among students are difficult to specify and even more difficult to score.
provide.
28
C. Concept of Group Investigation
should consider the internal and external circumstances of students inside and
outside the class. Group investigation is the one of learning strategy which is
learn the knowledge and they get involved in solving social problems
Slavin (1985) told the history over the past decade, alternatives to the traditional
any grade level and in most school subjects. All of the methods involve having the
high-, average-, and low-achieving students, boys and girls, black, Anglo, and
29
Cooperative learning is an integrated learning method which the role of teacher
and student is needed here. The cooperation between all role in class indicates
skills of the individual group members and the one of Cooperative Learning (CL)
students learn because they are genuinely interested in the material. It has been
friendships and respect across an array of age groups and subject areas.
30
2. Purpose of Group Investigation
mirror real-world democracies in that the students have the opportunity to make
choices and discuss ideas and thoughts. These criteria were present in Dewey's
classrooms of the early 20th century and continue on in today's GI: students get to
choose the subtopic of study. They are free to explore their own ideas and the
by a vertical command and control philosophy that runs against the core of what
Dewey believed. For example, as part of his pedagogic creed, Dewey stated the
teacher is not in the school to impose certain ideas or to form certain habits in the
child, but is there as a member of the community to select the influences which
shall affect the child and to assist him in properly responding to these influences.
The size of groups must also be governed by the teacher. Group sizes from
two to six have been recommended, but teachers must also decide what to do if
students are not dispersed equally among the subtopics. Certainly, arbitrarily
have two equally appealing interests, and this is a choice the teacher can make
academically heterogeneous, but this may interact with the chosen topic or
available subtopics. For example, if one subtopic is more challenging than others,
31
perhaps an academically homogenous group will result. In this case, the teacher
could try to deliver the message that all subtopics require varying skills in order
other end of the spectrum from the motivational theory is humanistic psychology
(Dewey, 1966; Rogers, 1979). Humanists are known for valuing affective goals in
addition to cognitive ones, and for seeing students as capable people who should
have the freedom to take initiative and to develop learning objectives that they see
as relevant to their own needs and interests. Cooperative learning fits particularly
fronted classroom.
choose their own topics and decide how to research them in preparation for
32
According to Sharan&Sharan(1992), the procedure is as follows:
3. Each group plans the what and the how of its investigation.
6. The teacher, class and groups evaluate the work of each group and
group member.
33
d. The students feel happy because their identity inform to other, not
their self.
a. Need a place to the students can interact and report the result for
the group
what works best in their own classroom situation, thus allowing informed decision
about teaching.
Action research is not what usually comes to mind when we hear the word
research. Action research is not a library project where we learn more
about a topic that interests us. It is not problem-solving in the sense of
trying to find out what is wrong, but rather a quest for knowledge about
how to improve. Action research is not about doing research on or about
people, or finding all available information on a topic looking for the
correct answers. It involves people working to improve their skills,
34
techniques, and strategies. Action research is not about learning why we
do certain things, but rather how we can do things better. It is about how
we can change our instruction to impact students. (Ferrance, 2000)
in isolation for years proving theories. As distinct from academic research, those
action research is also known as teacher research. It is one method teacher use for
improvement in both their practice and their students learning outcomes. The
central goal of action research is positive educational change. This change impacts
significantly on the teachers involved and how they teach. In a school setting,
in all forms of research, records are kept of the process and findings are published
35
The term action research first appeared almost 60 years ago when social
psychologist Kurt Levin (Levin, 1946) proposed that it could be used to solve the
problems that can surface in groups that rely on successful communication and
the late 1970s and since then, a number of books have been published to help
question that needs answering and the strategy to be used in answering it. During
the action stage, the practitioner tries out the strategy. The observation stage
includes recording data on the result of the strategy and also keeping a journal on
the practitioner thoughts and reactions to the entire experience. Finally, during the
reflection stage, the researcher makes conclusions so that a new cycle can begin.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Report
Village : Bedono
Regency : Semarang
E-mail : mtsbedono@yahoo.com
Phone : 08122765274
spirited effort and be good in religion and be able to compete in the global
era.
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b. Mission of MTs Sudirman Jambu Semarang
2. Religious
3. Teacher Condition
teacher is helps the students to get knowledge and give materials for them.
There are 10 teachers andDrs. Miftah as the chief in MTs Sudirman Jambu
Semarang.
Table 2
No Name Position
1. Drs. Miftah Headmaster
2. Harsih Widayati, S.Pd.I Teacher of Bahasa
3. Ahmad Muhaimin, S.Ag Teacher of Islamic Religion
4. Nur Sahid Teacher of IslamicTarikh
5. Hariyani, S.Pd Teacher of Science
6. Rupinaningsih, S.Pd Teacher of Social Science
7. Khoirul Mawahib, S.Pd.I Teacher of Islamic Fiqh
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8. Doni Fatah, S.Pd Teacher of English
9. Nurul Robikah Teacher of Javanese
10. Laela Husnul Himmah Teacher of Math
4. Condition of Students
Table 2.1
VII 1 10
VIII 1 16
IX 1 22
TOTAL 3 48
B. Research Methodology
a. Population
The population is the whole subject where the sample of research will
be taken. It is larger than sample, cause the population contains the sample
which is needed.
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The researcher took population in the seventh grade students of Mts
b. Sample
Kurt Lewin in Kunandar (2011) action research is a step which consists of four
steps, they are: planning, action, observe and reflection. Burns (1999) in
Kunandar (2011) stated that action research is find a fact in the problems
solving in social situation with opinion to increase action quality that is done
40
justice of: (a) their own social or educational practices: (b) their understanding
of these practices: and (c) the situations in which practices are carried out.
the class and coming from three words they are: Research, Action and Class.
which are interest and important for the writer. Action is some activities that
intentional for the purpose. Class is a group of students in the same time got
follows:
SMART is:
S = Specific
M = Manageable
A = Acceptable or Achievable
R = Realistic
T = Time-bound
41
The researcher chooses this Junior High School because of the student in
Junior High School is on prime stage of learning process. Although the school
has limited facilities in learning, the students have enough enthusiasm spirit on
writer conducted this research on 10th March 2017 until 31th March 2017.
This study uses classroom action research, so in this case the writer use
some steps as Kemmis stated. There is one cycle in this action research.
There are four cycles in this action research, the procedure are as
1. Planning
in doing action.
improve or not).
2. Acting
a. Giving pretest
42
b. Teaching speaking by group investigation
3. Observing
classroom.
4. Reflecting
1. Observation
43
2. Test
a form of assessment, test also answers the questions how well does the
Speaking test is done each meeting to get the data. The researcher is
done pre-test and post-test. Pre-test is used to get the data before using
group investigation. Post-test is done to get the data after using group
investigation.
3. Documentation
4. Field Notes
Field notes are used to make a note the activities in class during the
After collecting the data, the next step of this studyis analyzing the
data. Analyzing the data is the step where all the data has been the score to
get the changing before and after the treatment of the research.
44
There are two ways to analyzing data, they are:
describes the detailed note about lesson situation inside the classroom.
b. Statistical technique
a) Mean
∑𝐷
𝑀𝐷 = 𝑁
Where:
𝑀𝐷 :Mean of difference
b) Standard Deviation
∑ 𝐷2 ∑𝐷 2
𝑆𝐷 = √ −( 𝑁 )
𝑁
Where:
SD : Deviation Standard
45
c) To calculate the standard error for the mean difference, the
SEMD 𝑆𝐷𝐷
=
√𝑁−1
Where:
SDD = StandardDeviation.
d.f =N-1
d) T-test
and post-test
𝑀𝐷
To=
𝑆𝐸𝑀𝐷
Where,
To = T –test.
MD = Mean ofdifference.
46
CHAPTER IV
1. Cycle I
a. Planning
technique.
b. Implementation
cycle, the researcher observed to find how far students’ speaking skills in
chemistry of the teacher and the students by playing game of guess the
explained the material by giving a description text about the thing that
teacher explained the generic structure of the descriptive text and teacher
47
The teacher pointed the volunteer of students to describe the picture which
was given in front of class. This activity aimed to stimulate every student
doing that activity, the researcher filled the speaking rubric as it was used
as pre-test score. After the teacher gave the test, the researcher discussed
The teacher asked the student to join in front of class one by one. The
student in front of class was the performer of profession that has been
whatprofession was the performer did. Student with the right answer is
free to point the other students to translate the profession into English.
Student with the right translation was able to point the other students to
c. Observation
researcher found that there is only one student in class who was
students keep in silent when the researcher asked them to speak in English.
This is the serious problem of speaking which the researcher found in that
48
observed by the researcher such as greeting the students and leading them
checking the students attendance list, asking the students to prepare their
factual report, giving opportunity for the students to ask.The lesson plan
d. Reflection
After all the performers have done the activity, the researcher took
one sentence which was made by student to lead the class on making some
arranging what student said about the profession into sentence and develop
descriptive text and its general classification. When the learning on the
process, the researcher scored the activity which is used to fill the post test
score incycle I.
2. Cycle II
a. Planning
b. Implementation
The researcher led the class to fix the problem of speaking in class.
49
vocabularies in English. So, the researcher led the class to learn about
English.
investigation learning technique. Firstly, the whole class did not know
about this method and then the researcher explained it simply. After they
have got the general description of this method, the teacher divided the
members. Then, the researcher gave a descriptive text with its questions
into each group. The descriptive text is about the things on students’ daily
c. Observation
prepare the planning for member and their own duty to figure out the
d. Reflection
friends in group and the other group. In this process, the researcher also
marked the rubric.Then, after all the students have finished answer the
question, the researcher led the class to analyze of each answer and
50
explain the right ones and how to get the answer. The rubric of this
B. Data Analysis
The researcher and the teacher gave score to the students based on
evaluation criteria. Each answer of a question was given point. The highest point
was 3 point and the lowest point was 0 point. The researcher and the teacher
summed those points and calculated it to produce final score. After collecting the
students’ score in each cycle, the researcher and the teacher processed those
investigation improved the students’ speaking skill or not. Those scores were
presented as follows:
1. Cycle I
a. Pre-Test
1 Agnes Ardita F 22 45
2 Fitriyani F 23 50
3 HikmalAbror M 18 30
4 IsmawatiIndiyana F 23 55
5 RifkyAmeylia Maharani F 24 60
6 Muhammad Jalaludin M 20 50
7 Sofro M 23 60
8 NurLaela F 22 55
9 Sri Wahyuni F 24 65
10 Yusuf Affandi M 24 65
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From the students’ score in the pre-test of the cycle 1, the
Cycle 1
From the data above, the researcher and the teacher knew that
there were 0% of the students who got score higher than the passing
Semarang was 70. The teacher and the researcher expected that there
b. Post-Test
1 Agnes Ardita F 23 45
2 Fitriyani F 23 50
3 HikmalAbror M 20 30
52
4 IsmawatiIndiyana F 23 60
5 RifkyAmeylia Maharani F 24 75
6 Muhammad Jalaludin M 22 50
7 Sofro M 23 70
8 NurLaela F 22 65
9 Sri Wahyuni F 26 75
10 Yusuf Affandi M 26 75
From the students’ score in the post test of the cycle 1 above,
the researcher and the teacher could calculate the number of students
Cycle 1
improvement from the pre-test. The students who passed the passing
grade in the pre-test of the cycle 1 were 0%. In the post test, 30% of
the students passed the passing grade. There was the improvement as
many as 30%. However, the teacher and the researcher expected that
there were at least 75% of the students passed the passing grade.
53
c. Calculation ofMean
Cycle I
Pre Post
No Nama Test Test D D2
1 Agnes Ardita 45
(X1
45
(Y1) 0 0
2 Fitriyani 50 50 0 0
)
3 HikmalAbror 30 30 0 0
4 IsmawatiIndiyana 55 60 5 25
5 RifkyAmeylia M. 60 75 15 225
6 Muhammad Jalaludin 50 50 0 0
7 Sofro 60 70 10 100
8 NurLaela 55 65 10 100
9 Sri Wahyuni 65 75 10 100
10 Yusuf Affandi 65 75 10 100
Total ∑X1 ∑Y1 ∑D ∑ D2
N=10 535 595 60 650
d. Mean of the Pre-Test
z
∑𝑋1
M= 𝑁
535
= 10
= 53,500
∑𝑋1
M= 𝑁
595
= 10
= 59,500
54
In the cycle 1, the mean of the pre-test was 53,500 and the
mean of the post test was 59,500. It means that the mean of the post
test was bigger than the mean of the pre-test. It could be concluded
∑𝐷
MD = 𝑁
60
= 10
= 6
∑ 𝐷2 ∑𝐷 2
𝑆𝐷 =√ −( 𝑁 )
𝑁
650 60 2
= √ 10 − (10)
= √65 − (6)2
=
√65 − 36
=
√29
= 5,385
SEMD = 𝑆𝐷0
√𝑁−1
5,385
=
√10−1
55
5,385
=
√9
5,385
= 3
= 1,795
i. Calculation of T-Test
𝑀
To = 𝑆𝐸 𝐷
𝑀𝐷
6
= 1,795
= 3,342
From the data of the cycle 1 above, the researcher and the teacher
found that the T-test was 3,342, and the T-table with N-1 was 2,262. The
significant level was 5%. The value of the T-test was bigger than the T-
table. Therefore, the researcher and the teacher could conclude that the
result of the cycle 1 was really significant. However, the teacher and the
researcher conducted the cycle 2 because the number of the students who
2. Cycle II
a. Pre-Test
1 Agnes Ardita F 22 50
2 Fitriyani F 23 65
3 HikmalAbror M 18 50
4 IsmawatiIndiyana F 23 70
56
5 RifkyAmeylia Maharani F 24 75
6 Muhammad Jalaludin M 20 70
7 Sofro M 23 75
8 NurLaela F 22 75
9 Sri Wahyuni F 24 80
10 Yusuf Affandi M 24 75
From the students’ score in the pre-test of the cycle 1 above,
the researcher and the teacher could calculate the number of students
Cycle II
that there were 50% of the students who got score higher than the
expected that there were at least 75 % of the students who passed the
57
b. Post-Test
1 Agnes Ardita F 24 70
2 Fitriyani F 24 75
3 HikmalAbror M 20 55
4 IsmawatiIndiyana F 26 85
5 RifkyAmeylia Maharani F 26 85
6 Muhammad Jalaludin M 22 75
7 Sofro M 25 80
8 NurLaela F 23 75
9 Sri Wahyuni F 27 80
10 Yusuf Affandi M 27 85
From the students’ score in the post test of the cycle II above,
the researcher and the teacher could calculate the number of students
Cycle II
the researcher expected that 75% of the students could pass the
passing grade. From the data above, the presentation for the pre-test
of the cycle 2 was 50% and the presentation for the post test of the
58
cycle 2 was 80%. It meant that the expectation was successfully
achieved. Therefore, the teacher and the researcher did not need to
c. Calculation ofMean
Cycle II
Pre Post
No Nama Test Test D D2
1 Agnes Ardita 50
(X1
70
(Y1) 20 400
2 Fitriyani 65 75 10 100
)
3 HikmalAbror 50 55 5 25
4 IsmawatiIndiyana 70 85 15 225
5 RifkyAmeylia M. 75 85 10 100
6 Muhammad Jalaludin 70 75 5 25
7 Sofro 75 80 5 25
8 NurLaela 75 75 0 0
9 Sri Wahyuni 80 80 0 0
10 Yusuf Affandi 75 85 10 100
Total ∑X1 ∑Y1 ∑D ∑ D2
N=10 685 765 80 1000
59
d. Mean of the Pre-Test
∑𝑋1
M= 𝑁
685
= 10
= 68,500
∑𝑌1
M= 𝑁
765
= 10
= 76,500
In the cycle II, the mean of the pre-test was 68,500 and the
mean of the post test was 76,500. It means that the mean of the post
test was bigger than the mean of the pre-test. It could be concluded
∑𝐷
MD = 𝑁
80
=
10
= 8
∑ 𝐷2 ∑𝐷 2
𝑆𝐷𝐷 =√ −( )
𝑁 𝑁
1000 80 2
=√ − (10)
10
60
= √100 − (8)2
=
√100 − 64
=
√36
=6
SEMD 𝑆𝐷𝐷
=
√𝑁−1
6
=
√10−1
6
=
√9
6
=
3
=2
i. Calculation of T-Test
𝑀
To = 𝑆𝐷 𝐷
𝑀𝐷
8
=2 =4
From the data of the cycle 2, the researcher and the teacher found that the
T-test was 4, and the T-table with N-1 was 2,262. The significant level was
5%. The value of T-test was bigger than T-table. Therefore, the researcher
and the teacher could conclude that the result of the cycle II was really
61
Then, the researcher took the data into T-test analysis provided score that
score t-test of cycle II – the score t-test of cycle II(4 – 3,342 = 0,658) which is
showing positive result (t >0,05 = H0 is accepted). From the statistical data above,
the researcher knew that the use of group investigation teaching model has
Semarang has been conducted. So, the researcher concluded that the use of group
research. It meant also that the use of group investigation improved the students’
62
CHAPTER V
CLOSURE
A. Conclusion
This chapter served and presented the conclusion of the usage of group
that:
researcher saw how was the atmosphere of the class affected the
the personal speech in class and in group. They did not feel comfort to
share their own answer to the class straight. It was difference where
they shared their own finding in group first. Then they feel brave
situation, we can see the good point of using group work in class. The
done in two cycles.In the cycle I, the researcher used the descriptive
better. Then in the cycle II the researcher used text of daily life.
63
2. This research aims to show and prove that the usage of group teaching
leading the lesson in group, the students can shared their finding of
their own answer of the task given better in group than telling it in
B. Suggestion
3. Using the appropriate media as an optimal way to get the best score of
simply.
64
REFERENCES
https://pdfs.semanticscholar.org/d789/852096164006723c1bc0f510dda2fa4c3
14.pdf (accessed on February, 21st 2017)
Nunan, D, 2003, Practical English Language Teaching, New York: The McGraw-
HillCompanies, Inc
Richards, J, 2008, Developing Classroom Speaking Activities
Sharan & Sharan, 1989, Group Investigation Expands Cooperative Learning, The
Associaton for Supervision and Curriculum Development
Education History :
Meet the English teacher to make sure the start 25th February 2017
5
of the research
6 Cycle I 10th March 2017
7 Class Sharing 17th March 2017
8 Cycle II 31st March 2017
Meet the English teacher to give the result of 4thApril 2017
9
the action research.
DAFTAR NILAI SKK
NIM : 113-10-087
Kelas/Semester : VII/2
Pertemuan Ke- :1
Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks
deskriptif lisan dan tulis tentang orang, binatang, dan benda, sangat
pendek dan sederhana.
3.10.3 Memerkirakan arti dari kosa kata baru yang didapat dari teks
Materi Pembelajaran
Descriptive text
Peter Parker
Model/Metode Pembelajaran
Pendekatan: Scientific
Strategi: Observing – Questioning – Associating.
Kegiatan Pembelajaran
Sumber/Media Pembelajaran
Sumber: Internet
Media: Text Print Out, White board, board marker
Penilaian
– Kognitif
Pemahaman
Ketelitian
Kosakata
No Nama Total
Hormat
Berani
Jujur
Kerja
sama
1
2
3
4
5
6
7
8
Nama Kegiatan :
Tanggal Pelaksanaan :
Kelas :
Perhitungan nilai: X 100 =
Kelas/Semester : VII/2
Topik : My Class
Pertemuan Ke- :2
Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks
deskriptif lisan dan tulis tentang orang, binatang, dan benda, sangat
pendek dan sederhana.
3.10.3 Memerkirakan arti dari kosa kata baru yang didapat dari teks
Sumber/Media Pembelajaran
Sumber: Internet
Media: Text Print Out, Pictures, White board, board marker.
Penilaian
– Kognitif
Pemahaman
Ketelitian
Kosakata
No Nama Total
Hormat
Berani
Jujur
Kerja
sama
1
2
3
4
5
6
7
8
Nama Kegiatan :
Tanggal Pelaksanaan :
Kelas :
Perhitungan nilai: X 100 =
Kelas/Semester : VII/2
Topik : My House
Pertemuan Ke- :3
Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks
deskriptif lisan dan tulis tentang orang, binatang, dan benda, sangat
pendek dan sederhana.
3.10.3 Memerkirakan arti dari kosa kata baru yang didapat dari teks
Sumber/Media Pembelajaran
Sumber: Lembar Kerja Siswa (LKS)
Media: White board, and board marker
Penilaian
– Kognitif
Pemahaman
Ketelitian
Kosakata
No Nama Total
Hormat
Berani
Jujur
Kerja
sama
1
2
3
4
5
6
7
8
Nama Kegiatan :
Tanggal Pelaksanaan :
Kelas :
Perhitungan nilai: X 100 =