THE USE OF EXPERIENTIAL LEARNING METHOD TO

IMPROVE SPEAKING SKILL OF THE EIGHTH GRADE

STUDENTS OF SMP KATOLIK PALLA IN ACADEMIC YEAR
2020/2021

EBEDHAISEN DAPA TALU

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2020

1
 RESEARCH PROPOSAL
THE USE OF EXPERIENTIAL LEARNING METHOD TO
IMPROVE SPEAKING SKILL OF THE EIGHTH GRADE
STUDENTS OF SMP KATOLIK PALLA IN ACADEMIC YEAR
2020/2021

EBEDHAISEN DAPA TALU

1701882030155

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2020

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 TABLE OF CONTENT

COVER…………………………………………………………………

INSIDE COVER………………………………………………….....…

APPROVAL SHEET………………………………………………...…

TABLE OF CONTENT………………………………………………...

CHAPTER 1 INTRODUCTION……………………………………….

1.1 Background of the Study………………………………………..….

1.2 Research Problem…………………………………………………..

1.3 Objective of the Study………………………………………...……

1.4 Limitation of the Study……………………………………………..

1.5 Significance of the Study………………………………………...…

1.6 Definition of Key Terms……………………………………………

CHAPTER THEORITICAL AND EMPIRICAL REVIEW……...……

2.1 Theoretical Review…………………………………………...……..

2.1.1 Speaking Skill…………………………………………………….

2.1.2 Experiential Learning Method……………………………………

2.2 Empirical Review…………………………………………………...

CHAPTER III RESEACH METHOD…………………………….……

3.1 Subject of the Study………………………………………………...

3.2 Research Design…………………………………………………….

3.3 Research Procedure…………………………………………………

3.3.1 Initial Reflection……………………………………………...

3.3.2 Planning………………………………………………………

3.3.3 Action………………………………………………..………..

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 3.3.4 Observation…………………………………………..……….

3.3.5 Reflection……………………………………………..………

3.4 Research Instrument………………………………………………...

3.5 Data Collection………………………………………………..……

3.6 Data Analysis…………………………………………………..…...

3.7 Success indicator……………………………………………………

REFERENCES

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 CHAPTER I
INTRODUCTION

1.1 Background of the Study

Talking about learning and using second language, a good speaking skill is

really needed along the communication process. This skill lets people giving

feedback for something that has been heared, expressing their feel, telling about

something and having an interaction to each other. Besides that, the way how we

speak will be the first concern when someone assesing us for the first time,

moreover it is shows educational level, family backgroud and also the charater of

the speaker.

According to Hadfields (2003 : 3), “a speaking lesson is a kind of bridge

for learners between the classroom and the world outside.” In the other hand,

although speaking English is very important to be mastered, there are still many

students who can not say anything when they are asked to say something in

English and unfortunately their sentences are really difficult to understand. Most

of them said that speaking English is very hard because they are difficult to

remember some words, expressions and pronunciations in English. They will

easier to forget the expression given just in several minutes after the class end.

If this problem is not solved fast as possible, it will be hard to make the

students able to speak English fluently. And this case was found in SMP Katolik

Palla based on an interview to the English teacher.

In learning speaking, practice is a must. In order to make the students

understand and remember well about the material which is given in the speaking

class, the speaking practice must be close to the reality. Teacher also must make

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sure that all students have an experience about the topic. According to the adage

“Experience is the best teacher”, through experiencing the material before learn it

formally will make them easier to catch, remember and re-apply the material

given, moreover, it also will be more interesting for them. Beard and Wilson

(2013 : 20) state that, each experience is influenced by the unique past of the

learners. So, when the students are being given the material they will has a real

own imagination about the theory and not face the class with the empty mind and

knowledge.

The way how teachers make all of the students have their own experience

when they are in the speaking class is bringing the experience to the class and

compares it to the situation and condition in the class itself. Teachers have to give

the students space of time before giving the theory and let them doing what they

will learn first without giving the theory, but still lead by the teachers. Then

students will do a reflection about what they have done and make the conclusion

of it. After that teachers will give the theory and at last students will re-practice

what were they have experienced and learnt. This way is called Experiential

Learning Method. This method is a suitable way to increase the students’ ability

in speaking because they already have an experience before they are given the

theory.

Experiential Learning Method is part of humanistic learning which is

usually used for scientific learning. Therefore, using this method to improve

students speaking English ability will be an innovative way and interesting

process for the students, since they will face an unusual process of learning. In the

usual process they are often given the theory first, then they practice it. In the

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other hand, Experiential Learning Method gives a different process. Students have

to do the topic first, they can do a role play, drama, dialogue, or make their own

learning instrument first. Then they will reflect what they have done by

remembering, watching or listening. They make a conclusion of the activity lead

by the teacher and at last re-practice or simulating all of the material that already

learnt by their own creativity.

By doing this method, the teachers are expected to be able to overcome

students’ difficulties in speaking English and giving a touch of experience.

Therefore, the researcher is highly motivated in conducting the present study to

find out the extent of improvement of the students’ speaking skill of the eighth

grade students of SMP Katolik Palla.

1.2 Research Problem

Based on the background of the study, the reason why this research

conducted because of the low speaking ability of the eighth grade students of

SMP Katolik Palla, therefore, the researcher formulates the research question of

the present study as follows: can speaking skill of the eighth grade students of

SMP Katolik Palla in academic year 2020/2021 be improved through Experiential

Learning Method?

1.3 Objective of the Study

The objective of the study is certainly intended to answer and solve the

research question. Generally the purpose of this study is to give a contribution in

education field especially in improving English Speaking Skill which is really

important to be mastere by the students. Moreover, in line with the research

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question stated above, the undertaking of the present investigation intends to

improve speaking skill through Experiential Learning Method of the eighth grade

students of SMP Katolik Palla in academic year 2020/2021.

1.4 Limitation of the Study

To limit the material of the study, the researcher takes out the daily social

interaction as the main topic which includes the material of the eighth grade

students in Junior High School in the second term which is: starting, extending

and ending a conversation by telephone. The study is also limited on improving

speaking through Experiential Learning Method to the eighth grade students in 8A

class of SMP Katolik Palla in academic year 2020/2021.

1.5 Significance of the Study

Theoretically, the results of the present investigation are really expected to

contribute and strengthen the existing similar research result with more empirical

evidence in investigating the effectiveness of Experiental Learning Method in

improving speaking skill of the eighth grade students of SMP Katolik Palla.

Practically, the results of the present study are intended as valuable

information to the English teachers of SMP Katolik Palla. By knowing the

Experential Learning Method in improving speaking skill of the eighth grade

students, the teachers are expected to be able to apply this method in the

classrooms.

1.6 Definition of Key Terms

A thesis should have the definition of key terms which are precisely and

concisely defined, quite possibly using relevant references. This allows a reader to

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know exactly what a research is referring to and intending to investigate.

Consequently to avoid a misunderstanding and confusion of the key terms which

are used in the present study, the researcher needs to operationally define the

following terms:

1. Improving Speaking Skill

Improving Speaking Skill is an activity which is done by the

researcher to increase the students’ ability in having an interaction,

conveying idea and information in spoken role using English.

Speaking skill is one of the four skills in learning language beside

listening, reading and writing. This is the first priority skill that must

be mastered in learning a second language.

According to Richards, “Mastering speaking skill in the second

language means someone can speak fluently in purposeful

communication, meaningful and suitable with the situation.”(2008:19).

Therefore, if all catagories mentioned are fixing, we can say that

someone has good speaking skill.

2. Experiential Learning Method

Experiential Learning Method is a humanistic method that

emphasizes to the experiences development in learning. This method

helps the learners make a deep sense when they are learning and

practicing a new knowledge or behavior. Kolb states that, “all learning

is re-learning, so learning is a proccess where by knowledge is created

through the transformation of experience ( 2008 : 6)

They are many types of Experiential Learning Method, however

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this study used the Kolb’s Experiential Learning model that has its

own cycle which is consist of four steps; concrete experience,

reflective observations, abstract conceptualisation, and active

experimentation.

According to researchers, in the application of this experiential

learning method, researchers use text procedure because this

experiential learning method is learning by doing or a learning model

that is expected to create a more meaningful learning process, where

students experience what they are learning. Students will learn actively

with the experience taking place during teaching and learning activities

in class. For example making flowers from paper, all students will pay

attention and be actively involved starting from material preparation,

preparation of tools and materials and the process of making the

flower. Then students will write all the experiences from the beginning

in their notebooks and draw a conclusion from the activity, then tell it

to the class, what is the most meaningful experience that students get

from the activity and share how they will apply it in the future.

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 CHAPTER II
THEORITICAL AND EMPIRICAL REVIEW

2.1 Theoritical Review

A study must be based on the appropriate theories that will be a

fundament and lead the reseacher to run the reseach. The theoritical review is

realy needed as a basic idea that will built this study, that is the reason why the

reseacher add some theories that will support this study. The theoretical review

was taken from some experts’ idea which are related to this study, such as:

2.1.1 Speaking Skill

Thornbury (2005: 1) states that speaking is so much a part from daily

life that people take it for granted. Speaking is the most important thing that must
be done by everyone to establish relationships between family, friends or the
surrounding community and by talking that person can also give and receive
information from others. The average person produces thousands words a day,
although some people like auctioneers and politicians may produce even more
than that. People can define speaking as the way to carry out feeling through
words, conversation with others. It means that they always use it in their life
because without speaking they will never know what everybody means.
According to Luoma (2004:20) tells that speaking is a typical spoken
interaction that two or more people talk to each other about things that they think
mutually interesting and relevant in the situation. Along with that point of view,
speaking is a conversation between two or more people not only the spoken
produce of a certain person. The aim of that is speaking can be a tool to pass the
information, amuse each other, share the ideas or knowledge while people speak
about the attractive topic according to the condition they do. Moreover, in
speaking the participant can be both as a speaker and a listener; they speak and at
the same time they listen to the response that the other person gives.

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 Speaking skill has very broad meaning based on the process of its verbal
usage. According to Harmer (2001: 124), there are three main reasons for teaching
speaking. Firstly, speaking activities provide rehearsal opportunities, chances to
practice real life speaking in the safety of the classroom. Secondly, speaking tasks
in which students try to use any or all of the languages they know to provide
feedback for both teacher and students. The last is students have opportunities to
activate the various elements of language they have stored in their brains, the
more automatic they use of these elements become. As a result, students are
gradually autonomous language users. It means they will able to use word and
phrases fluently.

Richards (2008:19) states that speaking tends to be getting something done,

exploring ideas, or simply being together. It means that in speaking activity
students are able to get something done, exploring idea, working out some aspects
in the world or simply being together when they are doing something. It is very
important for the students to achieve the knowledge for their study and gain their
soft skill as to do an interaction with the fellow students or other people through
speaking. When the students are able to speak English fluently, they will easier in
improving their knowledge by getting more information and easily understood the
meaning. Students are also needed to comprehend the topic and use a correct
grammar while do a communication to make a good conversation.

Speaking is a language productive which has the main focuses to the output
produces. Nation and Newton (2009:5) state that many spoken activities will
include a mixture of meaning-focused input and meaning-focused output. In case,
one person’s output can be another person’s input. It means the speaking is the
skill that produces orally to give a speech or spontaneous replay and at the same
time also listening the answer from the other people. It is become two way
communications that need a good comprehension about the topic that are
discussed, the fluency to speak their ideas, and grammar so it cannot be
misunderstanding with the other point.

According to Wallace (2004: 11) Learners need to know how speakers

differ from one another and how particular circumstances call for different forms

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of speech. They can learn how speaking styles affect listeners. In this case they
must understand more about the conditions or circumstances when the person
makes a speech or is talking to them. By understanding about the situation of the
speaker or speaker the message delivered will be clearer. Then they must realize
that each speaker has a different side both intonation and even in terms of
delivery, it could be that the body language used will be more different. The
benefit of getting a speaker is that they can distinguish between which speakers
are good and which ones are less appropriate for them.

Speaking is also a tool to convey ideas or opinions verbally. Every person

in conveying something with a specific purpose must have their own way or style
in conveying ideas or ideas so that the spouse speaks know what he means.
According to Richard. J. C (2008: 21) An important dimension of conversation is
using a style of speaking that is appropriate to the particular circumstances. By
speaking using style or body language is the most commonly used thing to ensure
the other person understands or understood conveyed. Speaking style is a special
characteristic possessed by someone in conveying something. Speaking style can
affect the listener because if the speaker is not clear then the listener also will not
understand what the speaker means.

Moreover, Burns and Claire (2003:5) argues that in real life, many learners
think that people who get success in speaking surely get success in learning
English because they think the first aim of learning English is successful in
speaking skill. This statement absolutely corrects, when students are able to speak
English would be easier for them to communicate with foreigners who come to
Indonesia or other people in other countries. Therefore, English as students’
foreign language surely be improve if they talk a lot with the foreigners who have
English as their native speaker, because they know much about English and
getting information through them is a good idea. Thus, it will make the students
learn faster in learning English and gain their knowledge for other countries.

Based on the statement above, the writer concludes that speaking was
the ability to express something in daily life by easy good communication that can
be understood by each other when they want to express their idea. According to

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Brown (2004: 140) says while speaking is productive skill that can be directly and
empirically observed, those observations are in variably coloured by the accuracy
and effectiveness of a test-taker listening skill, which necessarily compromises the
reliability and validity of an oral production test. Speaking skills are productive
abilities so that they can benefit everyone because speaking can also benefit from
listening, writing and reading because what they hear can be written and read so
speaking is one of the skills called productive skills because it is used by several
skills other.

2.1.2 Experiential Learning Method

According to Oxfort Dictionary, “Experience is the knowledge and skill

that you have gained through doing something for a period of time and

experiential is the tehnical based on or involving experience.” (2000 : 439)

Keeton and Tate in Wilson have given their definition to experiential

learning method that, “Learning in which the learner is directly in touch with the

realities being studied. It is contrast with learning in which the learner only read

about, hear about, talks about and writes about but never contact with them as part

of learning process.” (2013 : 4)

According to Kolb, “Experiential learning method is a learning where

experince as the source of learning and development has been quite extraordinary

and far-reaching.” (2013 : 17)

John Dewey (1938), has stated that this experiential learning method is

“slippery” learning concept because of the students have to learn from their

experiences which are good or not, right or not, then they make a concept from

these and at last the re-doing it based on their experiences and concept.

2.1.2.1 History

The idea of experiential learning theory has been researched for thirty

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five years by David A. Kolb. Kolb stated that, “This theory is purposed for the

20th century scholars who gave experience a central role in their theoris of human

learning and development” (2005 : 3). Before Kolb there are some experts who

has done some research for this method, they are; John Dewey, Kurt Lewin, Jean

Piaget, William James, Carl Jun, Paulo Freire and Carl Roger. This method of

learning was applied to help individual identify to learn from their experience.

2.1.2.2 Learning Cycle

David A. Kolb in 1984 has made a cycle of Experiential Lerning and its

famous as Kolb’s Experiential Learning.

1. Concrete Experience

Students have their own experience that based on the topic that will be

given.

2. Reflective/ Observation

Students do a reflection to the what they have done before.

3. Abstract Conceptualization

Students make their own concept lead by the teacher based on the

reflection before.

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 4. Active Experimentation

Students are re-doing what they have done in the last steps and improve

it by their creativities.

2.1.2.3 Aspects of Experiential Learning Method

- Learning activities

Learning based on experience not just mean using physically active, but

here the degree of learning activity in this method may real or percieved

as real ; the extend how the reality is manipulated by the teacher or

facilitator will be the key consideration to the design and teaching-

learning plan because the perception of reality will gives many kind of

experiences in student’s mind.

- The sense

Sensory inteligence is an important aspect of experiential learning

because it will be the bridge of our inner and outer world experience.

This sense directly connect our feeling brain with our thinking brain. So,

“The more sense we use in activity the more memorable learning

experience will comebecause it increases the neutral connection in our

brain and threfore it will be more accessible.”( Wilson, 2013:9)

- Emotion

All experience has its own self emotional response. According to

Kahneman (2011) “In any learning experience emotions can act as a

gatekeeper, the emotions are fast-wiredto the brain as part of our fast

system mode of thinking.” So, including emotion intelligence in learning

is very important in Experiential Method.

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 - Intelligence

Human has primaly three types of intelligence; IQ ( intelligence

Quotien), EQ ( Emotional Quotien, and SQ ( Spiritual Quotien), those

all may work with balance to get the success of learning process. As a

fact, an activity which is can include all of those intelligences is realy

needed.

2.1.2.4 Application of Making Concrete Experience in Experiential Learning

Method

- Team Work and Colaboration

Team work and Grouping activity make sure that the idea of accepting

and building on offers become so valuabe because of the interaction

(Silberman, 2007 : 167)

- Game

Game is good way in giving an experience to the learners. Game not

just fun but also easily transfer the meaning or the material.

- Presentation

This activity will sharpen leardeship skill, publict speaking, improving

students’ skill in speaking, convidency, and how to arrange a

performance.

- Role Play

This activity purposed to make students assume a role or situation or

scenario. Here the sense and emotion will play and give a touch

experience to the students.

- Simulation

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 Silberman states that, “simulation is a methodology for understanding

the interralationships among components of a system or process.” (2007

: 168). Here the students will practice all of the material and play like

they are in the real situation.

2.2 Empirical Review

Some reseachers have done some studies about the using of Experiential

Learning Method in educational field, they are ;

Dwi candra dewi from mahasaraswati university denpasar faculty of

education english study program in 2016, in the title "Improving speaking skill

through experiential learning method of the eight grade students of SMP

Dwijendra Denpasar in academy year 2016/2017” Experiential Learning Methods

from David Kolb and/2017 John Dewey in his thesis. The results of his study

indicate that experiential learning can be used well in teaching English as a

foreign language. In addition, this researcher believes that his research supports

his view that experiential learning can be used in teaching English

The second Thesis is from Fitan Dewi Yovita Agnes from School of

Teacher Training and Education, Muhammadiyah Surakarta University in 2008

has written her study entitle “Improving Students’ Vocabulary Mastery through

Experiential Lerning; in Action Reseach at the Sixth Year of SD Negeri Triyagan

2 Sukoharjo in Academic Year 2007 – 2008”. In her result of study Agnes stated

that, “The Experiential learning method is an effective attractive way for teaching

English specially in Vocabulary to the sixth grade students of SDN Triyagan 2

Sukoharjo and I suggested the English teacher to use this method at their school.”

(2008 : 84)

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 The other source is from education journals, one of the jurnal is from

Silke Koerner, Director of Teaching & Learning, Outdoor Education Group,

Victoria, which the title was “Experiential Learning in the Classroom” in 2009.

This journal mostly talk about the differences of using traditional method of

teaching and eksperiential teaching. Koener in the result find that Experiential

Learning is an excellent tool when the focus of the lesson/unit is fairly broad and

for learning complex subjects of intellectual and an affective nature for creating

deep understanding of fundamental principles that need to be applied later on.

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 CHAPTER III
RESEACH METHOD

3.1 Subject of the Study

The subjects of the study are the eighth grade students of SMP Katolik

Palla in academic year 2020/2021 In this study the researcher simply selected

Eighth A class which consisted of 30 students as the subjects. The Eighth A class

students were chosen as the subjects because they were considered to have low

ability in speaking English skill based on interview with their teacher but they

have a good ability in scientific lessons. This was in addition to improve their

speaking skill through Experiential Learning Method which basically is a

scientific learning method.

3.2 Research design

The study will use classroom action research (CAR) as a research design

based on the formula by Kemmis and Mc Taggrat in Philips (2010 : 42). Hence,

this classroom action study will be concerned with improving students’ skill in

speaking by using two kinds of tests, that is, initial reflection (IR) or pre-test and

reflection (R) or post-test. Initial reflection (IR) is intended to assess the pre-

existing speaking skill test while reflection (R) which will be administered at the

end of each session, is meant to reveal the expected improvement in the students’

speaking skill after they have been taught through Experiential Learning Method.

This kind of research will be divided into two cycles where each cycle consists of

4 major phrases, namely Planning (theory formulation), Action (intervention was

carried out), Observation (data collection of intervention), and Reflection (data

analysis).

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3.3 Reaseach Procedure

Classroom Action Reseach has its own procedure for its application which

are divided into Planning, Action, Observation and Reflection. In order to make

this study as concrete as possible, a clear, detail and systematic procedure is

needed along the process of study that refered to the real action that will be held in

the field.

This study has decided its procedure, which were ;

3.3.1 Initial Reflection

In forming initial reflection in form of pre-test, The researchers conducted

a performance test about retelling their experiences when making cardboard photo

frames to know about the pre-existing speaking skill of the students by measuring

their fluency, accent and vocabulary used. The mean scores of the initial reflection

were compared to the corresponding mean scores of the reflection administered in

for of post test in end of every session. Moreover, the comparison was used to

know the effectiveness of using Experiential Learning Method in improving

speaking skill.

3.3.2 Planning

1. Preparing the Test

Researchers have prepared three types of active activities and directed

students in developing procedure text based on the experiential learning

method. The first test recounts the ongoing activities that have just been

carried out through making photo frames from cardboard, in session one

this is learning to start or the initial test in practicing students' speaking.

Then in the second test the researcher gave another pencil case-making

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 activity and students were asked to be active in this activity so that

experiences could be concluded to be recounted as well as what valuable

experiences they got, in this test the researchers would pay attention to

the students' abilities and could be continued in test 3 for the success of

this test. Then in the third test the researcher gave another active activity,

namely making flowers from paper and after that directed the students to

make procedure text starting from the manufacturing process, the tools

needed and what experiences were the most valuable that students got

from this activity and how students applied it in their lives everyday,

then the students tell the story again in front of the class. In this last test,

the researcher can conclude how the students' speaking skills through the

experiential learning method.

2. Setting up the Teaching Scenario

The teacher not only prepares the material but also some tools and

materials. In the first cycle students get their own experiences when

making photo frames out of cardboard. Then in the second cycle reflect

back on what the students had done before. Then in the third cycle, the

researcher helps students to direct the concept of what they will plan

based on previous reflections. Then in this last cycle students will repeat

what they did in the last step to increase their creativity.

3. Preparing the Questionnaire

The questionnaire was developed into ten questions which were used to

know the changing ability of the students after the application of

Experiential Learning Method

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3.3.3 Action

In this stage the researcher added the cycle of Experiential Learning

Method in every session. The model used is the Kolb’s Experiential Method

Model which was divided into four stages such as:

1. Concrete Experience

Here the students were active to make an experience about the material

that would be given. They do the activity based on their own

knowledge, sense and imagination without a pre-explanation by the

teacher. There are three kind of concrete experience activity that was

used such as; game, role play and drama. The activities were added as

pre-activity.

2. Reflection

Students made a reflection to what they already have done, what they

have catch from their own activity and their friends activity. Then they

listed and noted it. This activity is added in main activity.

3. Conceptualization

Teacher lead the students to make a concept or conclusion from the

reflection and added the material about the topic. The

conceptualization was held in main activity.

4. Active Experimentation

Students re-practiced again based on their experiences and materials

given which was administered in post activity.

3.3.4 Observation

The teacher observed the students by seeing their atitude along learning

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 process and giving quisioners.

3.3.5 Reflection

Teacher repairred the error of the student, made an evaluation toward the

learning process and students score.

3.4 Research Instruments

In order to collect the data needed for the present investigation, some

instruments were made. The research instruments were tools which were used by

the researcher to collect the required data. The research instruments used by the

researcher were as a vehicle to stimulate, elicit, and encourage the students to give

their opinion, response and answers to obtain valid and reliable required data for

the investigation. The instruments used in this study were lesson plan, test,

questionnaire and speaking assessment rubrics.

3.5 Data Collection

The intended data in this study were collected by using initial reflection

(pre-test), reflection (post-test), interview, partisipant observation and

questionnaire. Consequently, there were two kinds of data: quantitative and

qualitative data. The students’ score that could be collected by the students in pre-

test and first post-test until last post test shows quantitative data. The qualitative

data were obtained from the questionnaire and the researcher observation sheet

made by the researcher in both cycle and the form of quantitative data were taken

from the questionnaire given to the students by the end of the circle I.

3.6 Data Analysis

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 The data which were obtained for the present classroom action study was

analyzed descriptively so as to reveal the extent of the subjects’ progress or

increasing mastery in pronoun. That is, the mean scored obtained by the subject in

IR (Xo) was compared with its corresponding mean scores in reflections or post-

tests for both cycle I and cycle II.

The scores showing the subjects’ positive changing behavior was

computed in the form of percentages which refer to respective items on the

questionnaires. The means of IR scores and post-test scores were calculated and

computed. The grand mean of cycle I and cycle II will be finally computed and

compared. The grand mean of both cycles, cycle I and cycle II, were calculated by

totaling the means of the scores in each cycle and then divided by two sessions.

The amount of the difference between the two means showed the increasing

effectiveness of cycle I and cycle II. This occurs because cycle II was the revised

version of cycle I.

Thus, there are considerably three kinds of raw scores obtained for the

present class action study, that is:

(1) scores indicating the subjects’ pre-existing speaking skill,

(2) scores showing the subjects’ progress achievement in speaking skill; and

(3) scores showing the subjects’ changing learning behaviours.

The data then are analyzed in percentage as follows:

1. The average score of each student will be counted using this formula:

Total of the right answers

Mean = _____________________________ x 100 %
Total of test items

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 2. The average score of the whole students will be counted using this

formula:

The total score of all the test takers

Mean = ___________________________ 100 %
Total of test takers

3. The qualification of students’ achievement were presented into these

following criteria which adapted from Heaton (2003 : 9) as described in

the table below,

No Score (%) Category

1 90 – 100 Excellent

2 80 – 89 Very good

3 70 – 79 Good

4 60 – 69 Fair

4 50 – 59 Poor

5 0 – 49 Failure

3.7 Succses Indicator

A Classroom Action Reseach will be stated successful or completed if all

of the subjects of the study pass the the minimum standard score. Based on the

syllabus of SMP Katolik Palla the minimum standard score of English lesson of

the eighth grade class is 77. Because of the limitation time of reasearch, according

to Mahasaraswati University English Study Program’s role, this study has been

stated successful if 80% of the subjects of the study achieve 77 or up to 77.

26
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Beard, Colin & Wilson, P. John. 2013. Experiential Learning. London : Kogan
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