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USING SCAFFOLDING TECHNIQUE TO IMPROVE STUDENTS’
SPEAKING SKILL AT ELEVENTH GRADE OF SMA NEGERI 1
LABUAPI IN ACADEMIC YEAR 2019/2020.
by:
Munawar NIM 1501071083
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2019
USING SCAFFOLDING TECHNIQUE TO IMPROVE STUDENTS’
SPEAKING SKILL AT ELEVENTH GRADE OF SMA NEGERI 1
LABUAPI IN ACADEMIC YEAR 2019/2020.
Thesis of Sarjana
Presented as partial requirements at State Islamic University of Mataram for the attainment of the Sarjana Degree in English Education Department
by:
Munawar
NIM 1501071083
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
MATARAM
2019
iii
APPROVAL SHEET
Thesis by: Munawar, NIM: 1501071083 entitled “Using Scaffolding Technique to Improve Students‟ Speaking Skill at Eleventh Grade of SMA Negeri 1 Labuapi in Academic Year 2019/2020”, this thesis has approved for testing.
Approved on: 02 December 2019
Advisor I, Advisor II,
Dr. Syarifudin, M.Pd. Jumrah, S.Pd.,M.Pd.
NIP. 196812311999031009 NIP.198505242011012008
v
STATEMENT OF AUTHENTICITY
The undersigned below: Name : Munawar NIM : 1501071083 Department : Study Program of English Language Education Faculty : Education and Teacher Training states that thesis entitled “Using Scaffolding Technique to Improve Students‟ Speaking Skill at Eleventh Grade of SMA Negeri 1 Labuapi in Academic Year 2019/2020” this as a whole his own writing and is true that there is no other‟s work or statement that is referred in the references. All cited works were quotes in accordance with the ethical code of academic writing. Mataram, 02 December 2019 I stated,
Munawar
vi
RATIFICATION
Thesis by: Munawar, NIM: 1501071083 entitled “Using Scaffolding Technique to Improve Students‟ Speaking Skill at Eleventh Grade of SMA Negeri 1 Labuapi in Academic Year 2019/2020”, has been maintained in front of the board of examiners in English Language Education, Faculty of Education and Teacher Training, State Islamic University of Mataram at the date of, 23 - 12 - 2019
The Board of Examiners
Dr. Syarifudin, M.Pd. (Chairman of Session/Advs. I) Jumrah, M.Pd. (Secretary of Session/Advs. II) Dr. H. Pauzan, M.Hum, M.Pd (Examiner I) Dr. Yek Amin Azis, M.Pd (Examiner II)
Acknowledged by, Dean Faculty of Education and Teacher Training
Dr. Hj. Lubna, M.Pd. NIP. 196812311993032008
vii
MOTTO
نإنْكنْتمْمؤْمنين ْ عْل ْْ أنْتما ا َتحْزن ا ن َت
“Janganlahkamubersikaplemah, danjangan (pula) kamubersedihhati,
padahalkamulah orang-orang yang paling tinggi (derajatnya), jikakamu orang-orang yang beriman.”
(QS. Surat Ali Imran: 139)1
1Almahira, Al-Qur‟an Hafalan Dan Terjemahan, (Jakarta:
PenerbitAlmahiraMewarnaiDuniadenganIlmu, 2015), p. 67.
viii
DEDICATION
This thesis sincerely dedicated to: “My beloved parents, my father (Muhammad DJamaluddin) and my mother (SadariahAbdurahman) who always love, pray, guide, support, motivate and always give me some advices to keep it spirit to study hard and big thanks for the effort in making my education run well and success. I love them forevermore. My beloved brothers (Ariadin, A.Safid, Hamdan and Yusril who always guide, motivate and support, and always give me some advices during I am in the red zone. I love them forever. In addition, my beloved big family in my hometown who is always praying and supporting me to accomplish my thesis, I love them so much.”
ix
ACKNOWLEDGEMENT
Bismillahirrohmanirrohim Firstly, I would like to express my deepest gratitude to God for
blessing and kindness that given to me in completing this thesis. Secondly, the peace is upon to our prophet Muhammad SAW, as well as his family and followers.
Therefore, this thesis presented to the English Language Education Program Faculty of Educational and Teacher Training State Islamic University of Mataram. The aim of writing, this thesis is as one of requirement to obtain S1-degree. Furthermore, this thesis cannot complete without supporting, guidance, and help of others. Because there were, many people helped me during process writing this final project. Therefore, I would like to express special thank to:
1. Dr. Syarifudin, M.Pd as the first advisor and Mrs. Jumrah, M.Pd, as the second advisor. Big thanks to them who always guidance me to accomplish the final project and who always give me some advices.
2. Dr. H. Pauzan, M.Hum, M.Pd. And Dr. Yek Amin Aziz, M.Pd. As examiners that given constructive suggestions to accomplished this thesis.
3. Dr.Syarifudin, M.Pd as the head of English Language Education and Murzal, M.Ag vice head of English Language Education.
4. Dr. HjLubna, M.Pd. the Dean of Education and Teacher Training. 5. Prof. Dr. H. Mutawali, M.Ag, as the Rector of State Islamic
University of Mataram. 6. All lecturers in English Language Education faculty of Education
and Teacher Training for the valuable knowledge, science and guidance during studied at university.
7. H. M. Sahirun, S.Pd as headmaster of SMA Negeri 1 Labuapi as I setting place research who allowed me to conducted my research
8. I NyomanGdeSudiarte, S.Pd as English teacher in SMA Negeri 1 Labuapi and All teachers who allowed me to conducted my research
9. My beloved parents, my father (Muhammad Djamaluddin) and my mother (SadariahAbdurahman) who are inspiring and motivating me to write this thesis until finish and all my beloved brothers that supporting me in every condition.
10. All my big family, especially in my hometown who has gave me many advices and supported me to keep it spirit to study.
11. All my friends in English Department, especially for (TBI B Class 2015) many thanks for your kinds, friendship and advices
x
12. All my friends in English Study Club (ESC), many thanks for guides, advices, motivations, and knowledge that given to me by great seniors, as well as especially my best friends in ESC YusriRahman, SahrulHadi, RoniSetiawan, Andy Heriawan, Ibrahim, sybawai, IrwanHadinata, ReviMardiana, etc.
Mataram, 04 November 2019 Researcher Munawar
xii
TABLE OF CONTENTS COVER ................................................................................................ i TITLE PAGE ...................................................................................... ii APPROVAL ....................................................................................... iii ADVISORS’ OFFICIAL NOTE ....................................................... iv STATEMENT OF AUTHENTICITY .............................................. v RATIFICATION ................................................................................ vi MOTTO ............................................................................................... vii DEDICATION .................................................................................... viii ACKNOWLEDGEMENT ................................................................. ix TABLE OF CONTENT ..................................................................... xii LIST OF TABLES .............................................................................. xiv LIST OF FIGURE .............................................................................. xv LIST OF APPENDICES .................................................................... xvi ABSTRACT......................................................................................... xvii CHAPTER I INTRODUCTION ....................................................... 1
A. Background of Research ........................................................... 1 B. Subject of Action ...................................................................... 4 C. The Statement of Problem ........................................................ 5 D. Objective of Research ............................................................... 5 E. Significance of Research .......................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE ............... 7 A. Review of Previous Research ................................................... 7 B. Theoretical Bases ...................................................................... 9
1. Speaking ............................................................................. 9 a. Definition of Speaking .................................................. 9 b. Types of Speaking Skill ................................................ 10 c. Element of Speaking ..................................................... 12 d. Principle for Teaching Speaking .................................. 15 e. Characteristic of a Successful Speaking Activity ......... 17 f. Rubric of Speaking Assessment ................................... 18
2. Scaffolding Technique ........................................................ 19 a. Definition of Scaffolding Technique ............................ 19 b. The Characteristic of Scaffolding ................................. 22 c. Types of Scaffolding Technique ................................... 23 d. The Strategy of Scaffolding .......................................... 26 e. Five Steps in Learning by Using Scaffolding ............... 29 f. Advantages and Disadvantages of Scaffolding ............ 30
CHAPTER III RESEARCH METHOD ........................................... 32 A. Setting of Research ................................................................... 32 B. Subject of Research .................................................................. 32 C. Design of Research ................................................................... 33
D. Plan of Action ........................................................................... 33 E. Instrument of Research ............................................................. 35 F. Phase of Action ......................................................................... 40 G. Phase of Monitoring ................................................................. 43 H. Indicator of Success .................................................................. 43
CHAPTER IV FINDING AND DISCUSSION ................................ 44 A. Description of Research Setting ............................................... 44 B. Research Findings ..................................................................... 49 C. Discussion ................................................................................. 64
CHAPTER V CONCLUSION AND SUGGESTIONS ................... 67 A. Conclusion ................................................................................ 67 B. Suggestions ............................................................................... 68
REFERENCE ...................................................................................... 70 APPENDICES ..................................................................................... 73 CURRICULUM VITAE
xiii
LIST OF TABLE
Table 3.1 Level of Students‟ Individual Achievement on Speaking ability, 37.
Table 3.2 Speaking Rubric, 38. Table 3.3 The Category Score of the Percentage Teacher and
Students Activities, 41 Table 4.1 The Data of Teachers in SMA Negeri 1 Labuapi, 47. Table 4.2 Total and Building Condition,48. Table 4.3 Learning Support, 49. Table 4.4 Students‟ Score of Speaking Skill in Cycle 1, 53. Table 4.5 Teachers‟ Activity, 54. Table 4.6 Students‟ Activity, 56. Table 4.7 Students‟ Score of Speaking Skill in Cycle 2, 60. Table 4.8 Teachers‟ Activity, 61. Table 4.9 Students‟ Activity, 63.
xiv
LIST OF FIGURE
Figure 3.1 Cyclical AR Spiral Model, Kemmis&Mc Taggart Action Research Design, 33.
xv
LIST OF APPENDIXES Appendix 1 Lesson Plan Cycle I Appendix 2 Lesson Plan Cycle II Appendix 3 Teachers‟ Observation Sheet Cycle I Appendix 4 Students‟ Observation Sheet Cycle I Appendix 5 Teachers‟ Observation Sheet Cycle II Appendix 6 Students‟ Observation Sheet Cycle II Appendix 7 Speaking Test Cycle I Appendix 8 Speaking Test Cycle II Appendix 9 The Result Post-Test Cycle I Appendix 10 The Result Post-Test Cycle II
xvi
USING SCAFFOLDING TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL AT ELEVENTH GRADE OF SMA NEGERI 1
LABUAPI IN ACADEMIC YEAR 2019/2020.
By: Munawar
NIM 1501071083
ABSTRAK
Penelitian ini adalah bertujuan untuk meningkatkan kemampuan berbicara bahasa Inggris pada siswa dengan melalui menggunakan tehnik perancah.Oleh karena itu, masalah penelitian ini bisa diutarakan sebagai berikut: Bagaimana bisa tehnik perancah dapat meningkatkan kemampuan berbicara bahasa Inggris pada siswa? Tujuan belajar adalah untuk meningkatkan kemampuan berbicara bahasa Inggris siswa dengan menggunakan tehnik perancah. Oleh karena itu, metode penelitian ini adalah penelitian tindakan kelas. Penelitian ini menggunakan 2 siklus, setiap siklus terdiri dari rencana, aksi, pengamatan, dan refleksi. Data yang diperoleh melalui tes dan pengamatan. Tes adalah untuk mengukur pencapaian kemampuan berbicara bahasa Inggris pada siswa, sedangkan pengamatan adalah untuk mengetahui pelaksanaan atau implementasi dengan menggunakan tehnik perancah selama proses belajar mengajar. Dari hasil penelitian, peneliti menemukan bahwa tehnik perancah bisa meningkatakan kemampuan berbicara bahasa Inggris pada siswa. Oleh karena itu, selama proses belajar mengajar siswa-siswa menjadi lebih aktif dan berpartisipasi dalam proses belajar mengajar. Oleh karena itu, peneliti menunjukan penemuan bahwa kemampuan berbicara bahasa Inggris pada siswa meningkat dari siklus kesiklus. Siklus pertama, skor siswa memperoleh 61.904% oleh karenanya siswa tidak mencapai ketuntasan kriteria. Sementara itu, data dari aktivitas guru pada siklus pertama adalah telah memperoleh 75% jadi kategorinya cukup dalam berpartisipasi. Selanjutnya, data dari aktivitas siswa pada siklus pertama telah memperoleh 68.75% jadi kategorinya cukup dalam berpartisipasi. Selanjutnya, pada siklus kedua skor siswa memperoleh 85.714% jadi siswa mencapai ketuntasan kriteria. Sementara itu, hasil data dari aktivitas keduanya guru dan siswa pada siklus ke 2 hasil aktivitas guru memperoleh 93.75% jadi kategorinya bagus dalam berpartisipasi. Selanjutnya, hasil data dari aktivitas siswa memperoleh 87.5% jadi kategorinya bagus dalam berpartisipasi. Oleh karena itu, menggunakan tehnik perancah adalah bisa meningkatkan kemempuan berbicara bahasa Inggris pada siswa.
xvii
Kata Kunci:KemampuanBerbicara, TehnikPerancah
xviii
USING SCAFFOLDING TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL AT ELEVENTH GRADE OF SMA NEGERI 1
LABUAPI IN ACADEMIC YEAR 2019/2020.
By: Munawar
NIM 1501071083
ABSTRACT
This research is aims to develop the students‟ Speaking Skill through Scaffolding Technique. Therefore, the problem of this research can be states as follow: How Can Scaffolding Technique Improve Students‟ Speaking Skill. The purpose of study is to Improve Students‟ Speaking Skill Using Scaffolding Technique. Therefore, the methodology of this research is Classroom Action Research (CAR). It is has conducted in two cycles. Each cycle consists of planning, action, observation and reflection. The data obtained test and observation. Test used to measure students‟ achievement in speaking skill and observation used to know the implementations of scaffolding technique during teaching learning process. From the result of the research, the researcher found that Scaffolding technique could improve students‟ speaking skills. Therefore, during teaching and learning process, the students became more active and all students were involved in teaching and learning process. Therefore, the findings show that the students‟ speaking skill increases from cycle to cycle. In the first cycle, the students‟ scores in cycle 1 were 61.904 and only 61% the students could not pass the passing grade. Meanwhile, the data from teachers‟ activities in cycle 1 obtained 75% so the category is enough participation. Furthermore, the data from students‟ activities in cycle 1 obtained 68.75% so the category is enough participation. Furthermore, in the second cycle, the students‟ scores in cycle 2 obtained 85.714 and 85% so the students could pass the passing grade. Meanwhile, the data from both teachers‟ and students‟ activities in cycle 2 the result of data from teachers‟ activities were obtained 93.75% so the category is good. Meanwhile, the results of data from students‟ activities were obtained 87.5% so the category is good. Therefore, Using Scaffolding Technique is able to improve the students‟ speaking skill. Keywords: Speaking Skill, Scaffolding Technique
1
CHAPTER I
INTRODUCTION
A. Background of Study
There are four language skills that should master by language
learners such as speaking, listening, reading and writing. Therefore,
English is essential skill for someone to look for a job, traveling,
interaction to each other, doing business etc. Accordingly, there are many
people‟s want to learn it. The researcher choice one of skill above which is
play a significance role in English that is speaking skill. Speaking is one of
the language skills, which is has to master by language learner. Hence,
English is not easy things to master this skill due to there are some
language components that they should mastered. They are grammar,
vocabularies, spelling, pronunciation, fluency etc. in addition, someone
called being good at speaking when they are able to use the components to
express their ideas, feeling and thoughts.2“Speaking requires the ability to
utilize the appropriate, acceptable and comprehensible spoken language
through communication in many kinds of opportunities. Opportunities are
available for students who want to communicate in spoken English both
2FaturRahmah& St. NurjannahYunusTekeng, “The Use of Scaffolding Talk Technique to
Improve the Second Grade Students Speaking Skill at MTS MadaniPaopaoGowa”, Vol. 2, Number 2, December 2016, p. 252.
2
inside and outside the classroom activities to participate in spoken
English”.3
Brown states speaking is a productive skill that able to observe
directly and empirically, those observations are always color by the
precision and effectiveness of a test listening skill, which necessarily
reliability and validity of an oral test.4
Nazarah states speaking is invariably considered the most
important skill that studied and has several reasons5. Firstly, approaches
and methods for teaching speaking have focused on researches and
convocation on language teaching. Secondly, so many conversations book,
audios and videos are nonstop publishing. In addition, many language
learners ascribe speaking skill is as measure of knowing a language.
Penny states that speaking seems intuitively the most essential skill
when peoples that know a language are called to as „speakers‟ of that
language, as if speaking included all other kinds of knowing and most
foreign language learned are primarily interested in learning to speak.6
State, “Speaking is often considered being one of the most difficult
aspects of language learning for the teacher to help the students with.”7
Many of the learners in a speaking class are reluctant speakers. The
3 Syarifudin, Compensatory Communication Strategies Employed by EFL Students in Taking Turns Talking of a Speaking Class. Asian EFL Journal, 2019, 23(6.2), p. 110
4 H. Douglas Brown, “Language Assessment”, Principles and Classroom Practices, [San Francisco, 2003], p. 140.
5SitujuhNazarah, “Students‟ Perception on EFL Speaking Skill Development”, jet, Vol. 1, Number 1, February 2011, p. 29.
6 Penny Ur, “A Course in Language Teaching”, Practice and Theory,[Cambridge: University Press, 1991], p. 120.
7 Gillian Brown and George Yule, “Teaching the Spoken Language”, [Cambridge: University Press, 1983], p. 25.
3
disability of the students to speak may lead them to be unable to express
their ideas, feelings, thoughts even in a simple form of conversation.
Furthermore, speaking is one of the competences that must be
teaching in senior high school. Therefore, as a teacher has duty to teach,
teacher should motivate their students in learning process of speaking
English in daily conversation. Therefore, speaking activities in class is
helpful for students to increase their speaking skill.
Based on researcher of interview to the English teachers at SMA
Negeri 1 Labuapi, the researcher found out some problems related to in
speaking skill the instructional activities such as; Students‟ have low
speaking ability because they rarely or never practice English to
communicate with each other‟s and also to consider English is a difficult
thing to learn by them. Therefore, the other factors are they always using
sasak language for communication in every day, they have low grammar,
vocabulary, pronunciation mastery, on the other hand, and they have low
motivations in learning English. Therefore, these problems are makes the
researcher interesting in conducting Classroom Action Research and
hopefully for speaking will be improved.
In solving the problems, the researcher chooses the scaffolding
technique to be applying in teaching learning process. Scaffolding is
teacher‟s talk in the language teaching. It is the communication and
interaction between a teacher and students in which teachers give
instructions to support the student‟s understanding in the language class.
4
The researcher also uses games and groups work. It will influence the
success of English speaking in the classroom due to technique is one of the
determinants of successful language teaching.8
The researcher believes that choosing the best technique will
enable teacher to confront problems in class. Because teacher asks
students to practice speaking spontaneously, the teacher should give a
model first because by giving a model, the students will get an impression
what kinds of speaking they will produce.
Therefore, the researcher is intending to conduct a research entitled
“Using Scaffolding Technique to Improve Students Speaking Skill at
Eleventh Grade of SMA N 1 Labuapi in Academic Year 2019/2020”
B. Subject of Action
The subject of this research is the eleventh grade of students of
SMA Negeri 1 Labuapi in academic year 2019/2020. This study was
taking XI IPS as participant based on teacher‟s recommendation. This
class consists of twenty-one students which is has eleven males and ten
females. The researcher noticed that some of the students still hesitate to
communicate English language especially in the classroom. Therefore, to
solve those problems are the researcher attempts to use Scaffolding
Technique to improve Students‟ Speaking Skill at Eleventh Grade of SMA
Negeri 1 Labuapi in Academic year 2019/2020.
8Listyaning S and Zulfa S, “Scaffolding Talk in English Language Teaching”, Encounter, Vol. 2, Number 3, 2011, p. 15.
5
C. The Statement of Problem
Based on the background of the study above, the problem that can
be formulating is as follow “How can Scaffolding Technique improve
students‟ speaking skill at Eleventh Grade of SMA Negeri 1 Labuapi in
the Academic Year 2019/2020?”
D. Objectives of Research
Based on the statement of the problem above, the purpose of the
study is to improve Students‟ Speaking Skill Using Scaffolding Technique
at Eleventh Grade of SMA Negeri 1 Labuapi in the Academic Year
2019/2020.
E. Significances of Research
The significances of this research study are:
1. Theoretical significances
a. The result of this research will give more understanding about
scaffolding technique in teaching speaking.
b. The result of this research can be the references for the further
researchers who conduct the similar studies.
2. Practical significances
a. For the School
To contribute to the SMA Negeri 1 Labuapi with the innovation of
the Scaffolding Technique
6
b. For the Teacher
The teacher should provide the better technique to improve
students‟ speaking skill could use the study.
c. For the Students
The students can have a deep understanding of the new
material since the teaching learning process will be meaningful for
them. Especially in learning speaking so that they can be more
motivated to develop their abilities.
d. To the other researchers
It can lead to future researchers because it will be a good
basis to know why students have low performance in speaking skill
and it‟s solving. The result of the research can use as an input in
English teaching and learning process.
e. For the researcher
From this research, the researcher can learn some ways to
give motivation, knowledge in teaching learning process for the
students, especially in teaching speaking.
7
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Previous Research
In this research, the researcher takes review of previous research
from other researchers as comparative in this research. Therefore, the
research conducted by Bassiri about „The impact of scaffolding on reading
comprehension, motivation and attitude in Iranian L2 classroom and the
possible impact of gender‟.9The objective of this research was to develop
students‟ reading comprehension. The result of calculation showed that
was successful. The study has similar characteristic with the present
research, which designs scaffolding in classroom teaching. While the
different from this present research is its teaching goal, the Bassiri‟s paper
focused on reading comprehension whiles this researcher focused on to
improve speaking skill.
Huggins and Edwards entitled „The effectiveness of utilizing
instructional scaffolding in reading and writing courses on the college
level‟.10 The purpose was to determine if instructional scaffolding would
make an impact on students‟ reading and writing performance. Results
show that the scaffolding tools in the classroom can help to improve
reading and writing comprehension. The study has similar characteristic
9Bassiri, “The impact of Scaffolding on Reading Comprehension, Motivation and
Attitude in Iranian L2 Classroom and the Possible Impact of gender”, (Thesis, Faculty of Education Curriculum & Methodology Department, Islamic University of Gaza, 2012).
10 Huggins and Edwards, “The effectiveness of utilizing instructional scaffolding in reading and writing courses on the college level, (Thesis, Faculty of Teacher Training and Education, University of Lampung, Bandar Lampung, 2011)”.
8
With the present research, use same designs scaffolding classroom
teaching. Thus, the different area of this present research is its teaching
goal with which the previous study measured learners‟ reading
comprehension through the implementation of scaffolding technique.
While the present research is designs to improve students‟ speaking skill
through the design of scaffolding technique.
Riazi and Rezaii entitled „The effect of scaffolding on EFL
students‟ writing ability‟.11 The study intended to find out whether
teacher-or peer scaffolding was more successful in helping students
improve their English texts. To this end, two groups of university students
who enrolled in a general English course were provide with teacher and
peers scaffolding in the process of revising their writings. Pre-and post-
writing tasks were collect from the students to check their writing
improvement. Results of t-tests showed that teacher scaffolding appeared
to be more successful on improving students' writing in this particular EFL
context. Findings of the study showed that students in teacher-scaffolding
group performed better on their post-writing test. The similarity both of
researches use of scaffolding in the study as designed. In addition, the
differences are the previous researcher focused on students‟ writing ability
while the present researcher focused on to improve students‟ speaking
skill.
11Riazi and Rezaii, “The effect of scaffolding on EFL students‟ writing ability”,(Thesis,
Department of Linguistics, Macquarie University, 2011)”.
9
B. Theoretical Bases
1. Speaking
a. Definition of speaking
Brown states speaking is a productive skill, which is
able to observe directly, and empirically, those observations are
always color by the precision and fluency. While, they also
stated that speaking in the product of creative construction of
linguistic strings, the speakers make choices of lexicon,
structure, and discourse.12
States speaking has played an important role in foreign
language setting. It was considering undervalued skill. Perhaps
this is due to assumption that the main indicator of success in
learning a language is the ability to speak that language.13
Based on the definition above, it can inferred that
speaking is a basic of skill by people to product language that
has meaning and be understand by others people about what the
speakers say. To conclude, speaking is an activity that is be
able to utterance thoughts, ideas, and opinions orally to
responds to the verbal and non-verbal information.
12Ibid. p. 140 13SaidnaZulfiqar, “Improving Students‟ Speaking Skill through Yahoo Messenger at
University of Iqra Buru”, Science Publishing Group, Vol. 3. Number 3, May 20015, p. 174.
10
b. Types of speaking skill
Describe five categories of speaking skill area. Those
five categories are as follows:14
1) Imitative
This categories to includes the ability to practice an
intonation and focusing on some particular elements of
language form. That is just imitating a word, phrase or
sentence. The important thing here is focusing on
pronunciation. The teachers use drilling in teaching
learning process. The reason is by using drilling, the
students acquire the excellent opportunities to listen and
orally repeat some words.
2) Intensive
Second type of speaking frequently employed in
assessment context is the production of short stretches of
oral language design. This is the students speaking
performance practicing some phonological and
grammatical aspects of language. It usually places students
doing the task in pairs (group work), for example, reading
aloud that includes reading paragraph, reading dialogue
with partner in turns etc
.
14 Ibid. p.140
11
3) Responsive
Responsive assessment task include interaction and
test comprehension but at the somewhat limited level very
short conversation, standard greetings and small talk,
simple request and comments, and the like.
4) Interactive
The difference between responsive and interactive
speaking is in the length and complexity of the interaction,
which sometimes includes multiple exchanges and or
multiple participants. Interaction can take the two forms of
transactional language, which has the purpose of the
exchanging specific information, or interpersonal
exchanges, which have the purpose of maintaining social
relationship. (In the three dialogues cited above, A and B
were transactional, and C interpersonal). In interpersonal
exchanges, oral production can become pragmatically
complex with the next to speak in a casual register and use
colloquial language, ellipsis, slang, humor and other
sociolinguistics conversation.
5) Extensive
Extensive oral production tasks include speeches,
oral presentations, and storytelling, during which the
opportunity for oral interaction form listener is either highly
12
limited (perhaps to nonverbal response) or ruled out
together. Language style is frequently more derivative
(planning is involved) and formal for extensive tasks, but
we cannot rule out certain informal monologues such as
casually delivered speech (for example, may vacation in the
mountains, a recipe for outstanding pasta primavera,
recounting the plot of a novel or movie).
c. Element of speaking
The ability to speak fluently presupposes not only
knowledge of language features, but also the ability to process
information and language „on the spot‟.15
1) Language feature
Among the elements necessary for spoken
productions are the following:
a) Connected speech
Effective speakers of English need to be able not
only to produce the individual phonemes of English. In
connected speech, sounds are modified (assimilation),
omitted (elision), added (linking), or weakened (through
contraction and stress patterning). It is for this reason
that we should involve students in activity designed
specifically to improve their connected speech.
15 Jeremy Harmer, “The Practice English Language Teaching” [Cambridge: Longman, 2001], p. 269.
13
b) Expressive devices
Native speakers of English change the pitch and
stress of particular parts of utterance, vary volume and
speed, and show by other physical and non-verbal
(paralinguistic) means how they are feeling (especially
face-to-face interaction). The use of these devices
contributes to the ability to convey meaning.
c) Lexis and grammar
Spontaneous speech is mark by the use of a
number of common lexical phrases, especially in the
performance of certain language function. Teachers
should therefore supply a variety of phrases for
different functions such as agreeing or disagreeing,
expressing surprise, shock, or approval. Where
students are involved in specific speaking context such
as a job interview, we can prime them, in the same
way, with certain useful phrase, which they can
produce at various stages of an interaction.
d) Negotiation language
Effective speaking benefits from the negotiator
language we use to seek clarification and to show the
structure of what we are saying. We often need to ask
14
for clarification when we are listening to someone else
talk.
2) Mental/social processing
Success of speaker‟s productivity is also dependent
upon the rapid processing skill that talking necessitates.
a) Language processing
Effective to speakers need to be able to process
language in their own heads and put it into coherent
order so that it comes out in forms that are not only
comprehensible, but also convey the meanings that are
intending. Language processing involves the retrieval of
words and phrases from memory and their assembly in
syntactically and propositionally appropriate sequences.
One of the main reasons for including speaking
activities in language lessons is to help students develop
habits of rapid language processing in English.
b) Interacting with others
Most speaking involves interaction with one or
more participant. This means that effective speaking
also involves a good deal listening, and understanding
of how the other participants are feeling, and
knowledge of how linguistically to take turns or allow
others to do.
15
c) (on-the-spot) information processing
Quite apart from our response to others feeling, we
also need to be able to processing the information they
tell us the moment we get it. The longer it takes the
penny to drop the less affective we are as instants
communicators. However, it should be remembered that
this instant response is very culture-specific, and is not
prized by speakers in many other language
communicates.
d. Principle for teaching speaking
Speaking is closely too related to listening. The interactions
between these two skills are showing in the conversation. There
are five principles for teaching speaking proposed as:16
1) Be aware of the differences between second language and
foreign language learning context: Foreign language
learning context is very different from second language
learning context. FL learning context is the context where
the target language is not the language of communication in
the society, for instance, learning English in Indonesia.
Learning speaking skill is very challenging for learners in
FL context because they have limited exposure to English
outside the classroom.
16 David Nunan, “Practical English Language Teaching” [New York: McGraw-Hill,
2003], p. 54.
16
2) Give students practice with both fluency and accuracy: both
teachers and learners should realize the issues on fluency
and accuracy. The term fluency is relate to the extent to
which speakers used the language quickly and confidently,
with few hesitations or unnatural pauses, false start, word
searches, etc. Therefore, the fluency focuses on the
functional appropriateness and the smooth flow of the
target language.
3) Provide opportunities for students to talk by using group
work or pair work, and limiting teacher talk: Pair work and
group work activities can be use to increase the amount of
time that learners get to speak in the target language during
lesson.
4) Plans speaking talks that involve negotiation for meaning:
this process covers checking to see whether we understand
or not what someone has said, clarifying our understanding,
and confirming that someone has understood what we
mean. Through conducting clarification, repetition, or
explanations during conversations, learners get mutual
understanding.
5) Design classroom activities that involve guidance and
practice in both interactional and transactional speaking:
interactional speech is communicative with someone for
17
social purpose. Transactional speech is involves
communicating.
e. Characteristics of a successful speaking activity
There are four characteristics of successful speaking
activities such as:17
1) Learners talk a lot. As much as possible of the period of
time allotted to the activities is in fact occupied by learner
talk. This may seem obvious, but often most time taken up
with teacher talk or pauses.
2) Participation is even. A minority of talkative participants
does not dominate classroom discussion: all get a chance to
speak, and contributions are fair evenly distributed.
3) Motivation is high. Learners are eager to speak: because
they are interested in the topic and have something new to
say about it, or because they want to contribute to achieving
a task objective.
4) Language is of an acceptable level. Learners express
themselves in utterances that are relevant, easily
comprehensible to each other, and of an acceptable level of
language accuracy.
17 Penny Ur, “A Course in Language Teaching”, Practice and Theory, [Cambridge:
University Press, 1991], p. 120.
18
f. Rubric of speaking assessment
“Assessment on speaking can be a very judgmental issue, in which people tend to relate on native/nonnative speakers on the basis of pronunciation.”18 Additionally, according to Nunan viewed that “speaking requires someone to be linguistically competence in term of well articulating the sound, having sufficient vocabulary, and mastering structural or grammatical components. To speak also needs functional competence, this means answering questions completely and logically. Another competence is strategic competence in which the speaker is able to use repairing strategies when conversations break down. In addition, the last one is sociolinguistic/cultural competence. It demands the speakers to use the language appropriately to the context.”19
This theory then developed as the criteria of speaking test
assessment. However, the design of speaking assessment may
vary; depend on the types of speaking assessed, such as:
1) Grammar
Test takers assessed on how to control its usage
within sentences, to construct, to use it appropriately
and accurately and to avoid grammatical errors in
speaking.
2) Vocabulary
The range, precision, and the usage of vocabulary
features in a conversation used by test takers indicate
the level of how proficient they are.
18YennyRahmawati&Ertin, “Developing Assessment for Speaking”, IJEE, Vol. 1,
Number 2, Februari 2014, p. 202. 19 David Nunan, “Second Language Teaching & Learning”, [Boston, Mass: Heinle,
1999], p. 143.
19
3) Comprehension
Understanding the context of the conversation and
able to give appropriate response according to the
question.
4) Fluency
The language fluency indicates that the production
of speech in a conversation is well deliverer. Have
confidence in delivering the speech and able to
responds specific theme without many hesitation in
choosing words.
5) Pronunciation
Pronunciation deals with how often errors in
pronunciation occur and how the pronunciation aspect
interfere the communication are the criteria of the
assessments.
2. Scaffolding Technique
a. Definition of Scaffolding Technique
Scaffolding is the term originated from Vygotsky‟s
concept of the Zone of Proximal Development (ZPD).
Vygotsky defines ZPD as the distance between the actual
development level of the learner, as determined by independent
problem solving, and the level of potential development, as
determined through problem solving under teacher guidance
20
and interaction and collaboration with more capable peers. A
learning model based on this concept suggests two things about
language learning. If a teacher only concerns with what
students can already do with language, then the students will
never progress and if the teacher supports the students so that
they move through the zone of proximal development to their
potential level of performance, real learning, and progress is
possible.20
Jerome Bruner, a cognitive psychologist, introduced
scaffolding theory in the late 1950s. He used the term to
describe children's oral language acquisition that has helped by
their parents when they first begin to speak.21
Scaffolding is an interestingstrategy and might as well a
goodstrategy for the teachers to apply it in the classroom. This
strategy can categorized as one of the visual aids that related to
pictures, photos and any nonverbal tools the teacher uses
during teaching and learning.22
Gibbons states that literally, scaffolding is something
placed around buildings, thus enabling builders to access the
20DesyMutia Sari, “The Effectiveness of Scaffolding Technique to Improve Students‟
Writing Skill on Analytical Expository Text at The Second Grade of SMA 7 Bandar Lampung, (Thesis, Faculty Teacher Training and Education University of Lampung, Lampung, 2018), p. 3.
21TikaRahmawati, “The Use of Scaffolding Talk Technique to Improve Students‟ Speaking Skill for Eighth Grade Students of MTs NegeriAndong, (Thesis, Faculty State Institute for Islamic Studies (STAIN) Salatiga, Salatiga, 2015), p. 21.
22NurulFauziyah Lestari, “Using Visual Scaffolding Strategy for Teaching Reading in Junior High School”, ELT Perspective, Vol. 2, Number 4, September 2016, p. 132.
21
emerging structure. As soon as the building can support itself,
the scaffolding was removing. However, the term of
scaffolding has been use as a metaphor in some field.23
Scaffolding is expressions of the teacher to interact or
give instruction to his or her students in the classroom.
„Scaffolding‟ was developed to describe the type of assistance
offered by a teacher or peer to support learning. In this process
of scaffolding, the teacher helps the student master a skill that
the student is initially unable to acquire it independently. The
teacher offers assistance that is beyond the student‟s ability.
The teacher only helps the student with tasks that are just
beyond his or her current ability. State “scaffolding is a process
that enables a child or novice to solve a problem.”24
The researcher conclude that scaffolding is teachers‟
utterances that accompany his or her action in language
classroom to provide guide, support in order to help the
students understanding in assigning the students do some tasks
by their instruction. Teachers usually try to use clear and
concise words to make students understand what they have to
do. Teacher support or assist students in the beginning of the
learning and then give opportunity for students to take
responsibility independently.
23FithriUswatunHasanah, “Improving Students‟ Speaking Skill Using Scaffolding Strategy” (Thesis, FSM University Surakarta, Surakarta, 2012), p. 12.
24 Ibid, p. 21-22.
22
b. The characteristic of scaffolding, there are six characteristics of
scaffolding: 25
1) Provides clear direction and reduces students‟ confusion-
Educators anticipate problems that students might
encounter and then develop step by step instructions, which
explains what a students‟ must do to meet expectation.
2) Keep students on task-by providing structure, scaffolding
lessons or research project, provides pathways for the
learnersthe studentsare able to make decisions about which
path to choose or what things to explore along the path but
they cannot wander off of the path, which is the designated
task.
3) Giving hints: providing clues or suggestions but
deliberately does not include the full solution
4) Controlling the students‟ frustrating during the task.
5) Pointing out what was important to do or showing other
way to solve.
6) Demonstrating an idealized version of the task given
Based on the characteristics scaffolding that given
by the expert above the researcher can say that scaffolding
in English teaching to support, an assistance, a bridge or a
guide provided by the teacher in order that the students are
25Mayang Sari NirmalaDewi, “Scaffolding Provided By a Teacher in Teaching Writing
News Item Text”, Journal of English and Education, Vol. 1, Number 2, 2013, p. 32.
23
be able to accomplished that the target languages in the
ZPD area without any difficulties.
c. Types of Scaffolding Technique26
1) Modeling means that the teachers should provide clear samples
or models before the teachers ask the students to do the tasks
and the teachers demand to the students to imitation including
demonstrations of particular skill.
2) Explaining is necessary for the teachers to help the students to
see the connection between things, make relation between
familiar and unfamiliar knowledge, and bridge gap between
students‟ previous knowledge and the new knowledge or
experience. It is means that describing, telling and bridging the
students to promote students‟ understanding.
3) Invite the student to participation it is mean that, the teachers
provide the students are be able to participate in learning
processes. The teachers give chance to the students to be able
join in learning process.
4) Instructing means the teachers should tell the students what to
do or explanation of how something has to done.
5) Questioning
Kind of questioning:27
26Mayang Sari NirmalaDewi, “Scaffolding Provided By a Teacher in Teaching Writing
News Item Text”, Journal of English and Education, Vol. 1, Number 2, 2013, p. 32.
24
a) Speculative: questions inviting response with no
predetermined answer, often opinion, imaginings, and
ideas
b) Process: questions inviting students to articulate their
understanding of learning process
c) Procedural: questions related to the organizations and
management of the lesson.
6) Reinforcing
There are two kinds of reinforcing such as:
a) Verbal reinforcing is a teacher comment offering praise
and encouragements. The teachers providing
information related to the students‟ performance, giving
feedback such as yes good, well-done, excellent, etc.
b) Gestural reinforcing refers to the teachers “smiling,
raising eyebrow, clapping hands, signaling O.K,
shaking head, etc.”
In accordance with scaffolding theory mentioned above, it
is also important to unfold the procedure of scaffolding28.
27TikaRahmawati, “The Use of Scaffolding Talk Technique to Improve Students‟
Speaking Skill for Eighth Grade Students of MTs NegeriAndong, (Thesis, Faculty State Institute for Islamic Studies (STAIN) Salatiga, Salatiga, 2015), p. 25.
28TikaRahmawati, “The Use of Scaffolding Talk Technique to Improve Students‟ Speaking Skill for Eighth Grade Students of MTs NegeriAndong, (Thesis, Faculty State Institute for Islamic Studies (STAIN) Salatiga, Salatiga, 2015), p. 25-26.
25
(1) Teachers explain the materials.
(2) Giving example of the task to the students related to
the materials.
(3) Modeling, showing students examples of work
produce by teacher, provide assistance guide, giving
clues that provoke the students toward independent
learning.
(4) Demonstrating, illustrating the procedures from the
teacher through work product, supporting the
students as they learn and practice procedures.
(5) Encourage the students to learn complete their task
independently.
The researcher assumes that students‟ speaking will be
better than before. It is cause by the teacher support their students‟
in teaching learning process through scaffolding technique.
Therefore, scaffolding provides guide support and how to adjust
among students‟ and teacher in order to can build a target language
as easily without any difficulties on interactions. Furthermore,
could help the teacher to open the way to begin talk relay and full
of funs so the teacher become the students‟ facilitator, assistance,
guides, partners, helper, support, model to build up an interactions
in all learning activities in English class. Meanwhile, the teacher
helps students‟ to understanding their tasks properly and also the
26
teacher will be giving feedback, discussion, giving modeling
before ask to the student to do a task, thus the students‟ will be
enjoy in teaching learning process. Furthermore, if the students‟
feel comfortable or enjoy on the teaching learning process, they
will input materials easily without compulsively.
d. The Strategy of Scaffolding29
1) Show and tell
How many of us say that we learn best by seeing
something rather than hearing about it? Modeling for students
is a cornerstone of scaffolding, in my experience. Have you
ever interrupted someone with “just show me!” while they
were in the middle of explaining how to do something? Every
chance you have to shows or demonstrated to the student‟s
what they are expected.
2) Tap into prior knowledge
Ask to students to share their own experiences, hunches
and ideas about the content or concept of study have them
relate and connect it to their own lives. Sometimes you may
have to offer hints and suggestions, leading them to the
connection a bit, but once they get there, they will grasp the
content as their own. Launching the learning in your classroom
from the prior knowledge of your students and using this as a
29 George Lucas, “6 Scaffolding Strategies to Use with Your Students”, in http//www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber/article/george04, retrieved February 21st 2109, time 14.22 PM.
27
framework for future lessons is not only a scaffolding
technique-many would agree it‟s just plain good teaching.
3) Give time to talk
All learners need time to process new ideas and
information. They also need time to verbally make sense of and
articulate their learning with the community of learner who are
engaged in the same experience and journey. As we all know,
structured discussions really work best with children regardless
of their level of maturation. If you are not weaving in think pair
share, turn-and-talk, triad terms, or some other structured
talking time throughout the lesson, you should begin including
this crucial strategy on a regular basis.
4) Pre-teach vocabulary
Sometimes referred to as front-loading vocabulary, we
teachers do not use this strategy enough. Many of us are guilty
of sending students all alone down the bumpy, muddy path
known as challenging text-a road booby-trapped with difficult
vocabulary. We send them ill prepared and then are often
shocked when they: a) lost interest, b) create a ruckus or c) fall
asleep. Pre-teaching vocabulary doesn‟t mean pulling a dozen
words from the chapter and having kids look up definitions and
write them out-we all know how that will go. Instead, introduce
the words to kids in photos or in context with things they know
28
and are interested. Use analogies and metaphors, and invite
students to create a symbol or drawing for each word. Give
time for discussion of the words (small groups and whole
class).
5) Use visual aids
Graphic organizers, pictures, and charts can all serve as
scaffolding tools. Graphic organizers are very specific in that
they help kids visually represent their ideas, organize
information, and grasp concepts such as sequencing and cause
and effect.
A graphic organizer should not be The Product but
rather a scaffolding tool that helps guide and shape the
students‟ thinking. Some students can dive right into a
discussion, or writing an essay, or synthesizing several
different hypotheses, without using a graphic organizer of some
sort, but many of our students benefit from using one with a
difficult reading or challenging new information. Think of
graphic organizers as training wheels-they are temporary and
meant to be removing.
6) Pause, ask questions, pause, review
This is a wonderful way to check for understanding
while students read a chunk of difficult text or learn a new
concept or content. Here is how this strategy works: a new idea
29
from discussion or the reading is shared, then you pause
(providing think time), and then ask a strategic question,
pausing again. You need to design the questions ahead of time,
making sure they are specific, guiding, and open-ended. (Even
great questions fail if we do not give think time for responses,
so hold out during that Uncomfortable Silence.) Keep kids
engaged as active listeners by calling on someone to give the
gist of what was discussing/ discovered/ questioned. If the class
seems stuck on the questions, provide an opportunity for
students to discuss in pairs.
e. Five Steps in learning by using Scaffolding30
1) Intentionally
Classifying complex parts that students want to master
into some specific and clear parts and are a unified whole to
achieve full competence.
2) Appropriateness
Focus to provide assistance to aspects that has not been
mastering as maximal by students.
3) Structure
Provide a model so students can learn from the models
displayed. The model can be give through the process of
30Ahmad Sudrajat, ‚Pembelajaran Scaffolding untuk Kesuksesan Belajar
Siswa‛, https://akhmad sudrajat.wordpress.com/2013/12/02/pembelajaran-
scaffolding-untuk-kesuksesan-belajar-siswa, retrieved on May 22nd 2019, time
13.40 PM
30
thinking, verbalizing in words, or through actions. Then,
students asked to explain what has been learning from the
model.
4) Collaborations
Do collaboration and give respond toward task that do
by students.
5) Internalization
Establish ownership of the knowledge that students
have, so that they master it well and become a part of them.
f. Advantages and Disadvantages of Scaffolding31
1) Advantages
One of the primary benefits of scaffolding is that it
engages the learner. Therefore, the learner does not passively
listen to information presented instead through teacher
promoting the learner builds on prior knowledge and forms
new knowledge. In working with students who have low self-
esteem and learning disabilities, it provides an opportunity to
give positive feedback to the students.
2) Disadvantages
Disadvantage for the teacher since developing the
supports and scaffolding lessons to meet the needs of each
individual would be extremely time-consuming.
31Rachel R. Van Der Stuyf, “Scaffolding as a Teaching Strategy", (Adolescent Learning and Development: 2002), p. 11-12.
31
Implementation of individualized scaffolds in a classroom with
a large number of students would be challenging.
32
CHAPTER III
RESEARCH METHOD
A. Setting of research
The title of this research is “Using Scaffolding Technique
to Improve Students Speaking Skill at Eleventh Grade Students of
SMA Negeri 1 Labuapi in Academic Year 2019/2020”. Hence, the
researcher took research place in SMA Negeri 1 Labuapi that
located in Jl. Raya Pengsong, west Lombok exactly in Parampuan
village. The research study was conducting in the first semester of
the academic year 2019/2020. It is has done from September to
October 2019.
B. Object of Research
The object of this research is the implementation of
scaffolding technique to improve students‟ speaking skill at
eleventh grade of students SMA Negeri 1 Labuapi in academic
year 2019/2020.
33
C. Design of Research
The model, which is use in implementation of this research as
follow32
FIGURE 3.1
Figure Cyclical AR Spiral, Model from Kemmis & Mc
Taggart
The Classroom Action Research using Kemmis designs which
consist of four phase; planning, acting, observing and
reflecting in the one cycle. If the researcher gets problems in
teaching in the first cycle, the researcher will try to solve the
problem in the next cycle with the same concept of the first
cycle.
32HerlinaUsman, “Increasing Reading Comprehension Ability through
Visualizing Media of 4th Grade Students at Labschool Primary School Setiabudi South Jakarta”, American Journal of Education Research, Vol. 4, Number 18, November 2016, p. 126.
34
D. Plan of Action
The researcher makes some plans to choose the action that
are suitable to be implementing in the school. Therefore, the aim
that was use by researcher is using scaffolding technique in
teaching speaking. The research planned cycle as below.
1. Planning
The activities that will finish in this phase are:
a. Making the lesson plan of the study based on the
syllabus
b. Preparing the students attendance list, and the students‟
scoring list
c. Preparing the teachers‟ and the students‟ field note
checklist.
d. Preparing the test
e. Preparing mobile phone to record the speaking
f. Preparing the camera to take the picture and videos
2. Acting
a. Presenting the presentation about descriptive text
b. Dividing groups
c. Teaching speaking using scaffolding technique
35
d. Giving opportunity for the students to ask about
difficulties and problem
e. Giving feedback and motivation for the students
3. Observing
In these activities, the researcher was observing
teaching learning process by monitoring the students‟
activity and attentions during the action. Observing is
focus on students‟ speaking skill. The researcher also
observed the students‟ attention, activeness in asking
questions, answering questions, and enthusiasm in doing
the test.
4. Reflecting
In reflecting steps, the researcher analyzes all of the
actions that have done in the classroom based on the data
that has been collecting. The researcher analyzes the result
of observation and test. The results of this reflection were
taking as a consideration to plan the next action for the
next cycle. If the first cycle has been succeeding, the
researcher does not need to go to the next cycle and if the
result of the first cycle unsuccessful the researcher must be
continuing the second cycle.
36
E. Instrument of Research
The data of this research obtained through several
techniques, such as tests, observations, documentation. The
instruments used in this research study are in the forms of test,
observation sheets and checklists, speaking rubrics. The researcher
also used a photo-video camera to document the teaching and
learning process.
1. Test
Test is using to measure the basic capabilities and
achievement of students learning, the researcher would like to
give a test to students. The aimed of this test is to know the
knowledge in fact to get the data. This test is oral test which is
the students ask to speak in front of the class and describe
some picture and then the researcher use record such as voice
recording to record it.
To find out the score of the individual subject, the
researcher counted the scale from each indicator; in addition, it
was multiplying by the weight of each component. The
maximum score of grammar (G), pronunciation (P),
vocabulary (V), fluency (F) and comprehension (C) was 5.
37
Therefore, the score of individual were counting into the
following formula:
The last score = Total of raw scores X 100
Maximum of Scores
Students can be said complete if she/he got score 73 or
more than 73 because the criterion minimum of mastery in this
school is 73.
The formula to calculate the students‟ scores
X = ∑x
N
Explanation:
∑x = Total of Scores
N = Total of Subject
X = Classical Achievement33
Table 3.1 Level of Students’ Individual Achievement on Speaking
Ability
Score Level 76-100 Good 51-75 Fail 36-50 Poor 12-35 Very Poor
33SuharsimiArikunto, ProsedurPenelitianSatuanPendekatanPraktik, (Jakarta:
PT RinekaCipta, 2010), p. 264
38
Table 3.234 SPEAKING RUBRIC
No. Aspect score Grammar Pronunciation Vocabulary Fluency comprehension
1. Errors in grammar are frequent
Errors in pronunciation are frequent
Speaking vocabulary inadequate to express anything but the most elementary needs
Frequent repetition and/or self correction
Understand simple question and statements if delivered with slowed speech, repetition, or paraphrase
2. Can usually handle elementary constructions quite accurately but does not have through or confident control of the grammar
Accent is intelligible though often quite faulty
Has speaking vocabulary sufficient to express himself simply with some circumlocutions
Can handle with confidence but not with facility
Can get the gist of most sentences of non-technical subjects
3. Control of grammar is good
Errors never interfere with understanding and rarely disturb the native speaker
Vocabulary is broad enough that he rarely has to grope for a word
Can discuss particular interests of competence with reasonable ease
Comprehension is quite complete at a normal rate of speech
4. Errors in grammar are quite
Errors in pronunciation are quite rare
Can understand any
Able to use the language
Can understand any sentences
34Nur Intan Kurnia, ‚Improving Students’ Spoken Recount Skill
Through Fishbowl Technique‛, (Sarjana of Thesis, English Department
Faculty of Language and Arts, Semarang State University, 2015) p. 24
39
rare sentence within the range of his experience with high degree of precision of vocabulary
fluently on all levels normally pertinent to profession all needs
within the range of his experience
5. Almost equivalent to that of an educated
Can pronounce correctly and articulate clearly
Speech on all levels is fully accepted by educated native speakers in all features
Has complete fluency in the language such that his speech is fully accepted by educated native speakers
Equivalent to that of an educated native speaker
2. Observations
Class Observation was doing to monitor the teaching
and learning process in the class. During the observation, the
researcher has collected the data by observing the class
situation. The researcher was record in the form of observation
checklist, field notes and photographs. The observation
checklist has used to obtained information about
implementation of the planning and the procedures of the
actions. It was also be using to gather data about the students‟
activity during the teaching and learning process.
40
The formula can be using to calculate the students‟
classical completeness is
P= x 10035
Explanation:
P: Percentage of Score
N: The total of Score
S: The Maximum Score
From the formula above, students‟ participation can
be category as follow:
a) Good participation
The aspect of activity that observed above reaches
out for about 76 % from overall percentage 100%.
b) Enough participation
The aspect of activity that observed above reaches
out for about 51% from overall percentage 75%.
c) Little participation
The aspect of activity that observed above reaches
out for about 25% from overall percentage 50%.
35Ibid
41
Table 3.3 The category score of the percentage teacher and students activities36
Percentage Category 76%-100% Good Participation 51%-75% Enough Participation 25%-50% Little Participation
3. Documentation
The documentation in collecting the data was
conducting by recording students‟ activities in the class. The
documentation method is use to look for the data concerning
matters or the variables that took the form of the note,
transcript, book, inscription, ledger, agenda, etc.
Documentation is also the way to collected and gained the
existing data.37 In this Research, documentation method has
done to gat source of teaching material, such as lesson plan
and students name list.
36Suharsimi Arikunto, Prosedur Penelitian Satuan Pendekatan Praktik,
(Jakarta: PT RinekaCipta, 1998), p. 264 37 Indah Pratiwi, “The Use of Snake and Ladder Game in Improving Students‟
Speaking Ability”, (Thesis, Faculty of Educational and Teacher Training, State Islamic University of UIN Mataram, 2019), p. 48.
42
F. Teaching Action
In this phase, the researcher conducted the action by doing
a learning process as lesson plan that has made. Therefore, the
researcher did the steps actions in the following:
1. Initial Activities
a. Teacher greets students
b. Teacher checks students‟ attendance
c. Teacher gave motivations and reviews the last materials
d. Teacher explained the objectives of study
e. Teacher explained descriptive text
f. Teacher explained Scaffolding Technique
2. Core Activities
a. Teacher divided into small group
a. Teacher gave material to the students
b. Teacher helped to students which faced difficulties how to
describe picture that given
c. Teacher control students‟ activities
d. Teacher explained the problem that students‟ faced
e. Teacher gave feedback
3. Closing activities
a. Teacher infers the content of students‟ activity
b. Teacher gives assignment for students
43
c. Teacher informed the students for the next material
d. Teacher closes the learning program.
G. Phase of Monitoring
In this monitoring phase, the researcher monitors the class
situation during learning process and evaluates the result of
observation to know whether there is a weakness or some
problems that happened in the class or not and to know whether if
there was an improvement in every cycle or not.
H. Indicator of Success
The students‟ success and failure in doing the activities
planned above are assessing by referring to the criterion of passing
grade (KKM). The passing grade of English lesson in SMA Negeri
1 Labuapi is 73. The teacher and researcher expected that there
were at least 85% of the student is who passed the passing grade.
44
CHAPTER IV
FINDINGS AND DISCUSSION
A. Description of Research Setting
1. General identity of research setting
a. Brief Profile of SMA N 1 Labuapi38
SMA N 1 Labuapi is senior high school in Labuapi. This
school is easy to find, because it was located close to bypass that is a
way to the airport. Hence, SMA N 1 Labuapi has good design and has
full of facility and CCTVS of every corners of school. In addition,
SMA N 1 Labuapi established in 29 January 1998 under the central
government. Therefore, schools its good due to it has a good
accreditation from the government, and can compete with other
schools.
Furthermore, this school provides a variety of educational
support facilities for their students. There were teachers with the best
quality who are competent in their fields, learning support activities
such as extracurricular activities, students‟ organization, learning
communities, sport team, and library so that the students can learn
optimally. Therefore, the learning process has made as comfortable as
possible for the students.
38 Brief Profile of SMAN 1 Labupi, Documentation, Labuapi 3rd October 2019.
45
b. Perspective and Mission39
1) Perspective
SMA N 1 Labuapi has perspective as below:
“Results in students who excellent achievement in Education
and has a good attitudes”.
2) Mission
The mission has built by SMA N 1 Labuapi as follows:
a) Establishing the excellent generation in academics as well
as non-academicians.
b) Developing interests read and write.
c) Creating a clean, healthy, democratic and harmonious
culture.
d) Increase the spiritual mental attitude of the faithful and
conscientious.
39Perspective and Mission, Documentation, Labuapi 3rd October 2019.
46
c. Tool and Infrastructure
b. The data of Teacher in SMA N 1 Labuapi
Table 4.1
The data of Teacher in SMA N 1 Labuapi40
No. Name Position and Subject 1. H. M. Sahirun, S.Pd Headmaster 2. Dra. Iga Nyoman Suastini Sociology 3. Drs. I Ketut Sudi Economy 4. Hamzah, S.Pd PPKN 5. Hj. Arianah, S.Pd Mathematic 6. I Nyoman Gde Sudiarte, S.Pd English Literature 7. IBK Suhantara, S.Pd Mathematic 8. Burhanudin, S.Ag Islamic Religion 9. Minaryo, S.Pd Prawn Entrepreneurial 10. Syaifuddin, S.Pd Geography 11. Ayu Nurmayani, S.Pd Indonesia 12. Dra. SitiNuraini Art and Culture 13. Tri Sari Wijayanti, S.Pd., M.Pd Cross-Interest Biology 14. Nur Hasanah, S.Pd Biology 15. RiniYulaika, S.Pd Physical 16. Ika Endah Madyasari, S.Pd English 17. Mardiatun, S.Pd History 18. Zohria, S.Pd Counseling Guidance 19. Asep Riyandi Art and Culture 20. Siti Hartati, S.Pd Geography 21. Wahyuni Dwi Untari, S.Pd Chemistry 22. Moh. Nurul Fajri, S.S MULOK 23. Ni Ny Swastikartini S, S.Pd.H Biology 24. Suharto, S.Pd Sport Education 25 Nurul Hasanah, S.Pd Indonesia 26. Nazratul Asikin Art and Culture 27. Nur Salim, S.Pd History 28. Saparwadi, S.Pd Sport Education 29. Anugraria Kusumah, S.Pd Sport Education 30. Shela Nora Uryani, S.Pd Mathematic
40 The data of Teacher in SMA N 1 Labuapi, Documentation, Labuapi 3rd October 2019.
47
c. Total and Building Condition
Table 4.2
Total and Building Condition41
No Name of the Room Total Unit Condition 1. Classrooms 12 Very Good 2. Headmaster‟s Room 1 Very Good 3. Curriculum Room 1 Very Good 4. Biology Laboratory 1 Very Good 5. Administration Room 1 Good 6. Teachers‟ Room 1 Good 7. Library Room 1 Good 8. OSIS‟s Room 1 Very Good 9. Cooperation Room 1 Very Good 10. Counseling Room 1 Very Good 11. Musholla 1 Good 12. UKS‟ Room 1 Good 13. Hall Building 1 Good 14. Parking Areas 2 Good 15. Sport Centre 1 Good 16. The Cafeteria Room 1 Good 17. Warehouse 1 Good 18. Teachers‟ Toilet 1 Good 19. Students‟ Toilet 7 Good
41 Total and Building Condition, Documentation, Labuapi, 3rd October 2019.
48
d. Learning Support
Table 4.3
Learning Support42
No. Types Total Information 1. Teacher's Desk 20 2. Teacher's Chair 20 3. Student Desk 150 4. Student Chair 200 5. Cupboard 12 6. Medicine Storage Box 2 7. Guest Chairs / Sofas 2 8. Guest Table / Sofa 2 9. Bookshelf 4 10. Storefront 2 11. Biology Practice
Equipment 5
11. Microscope 4 12. Props 4 13. Physical Practice
Equipment 4
14. Computer 2 15. Printer 3 16. Projector LCD 3 17. Television 2 18. Sound system 2 19. Mike 4 20. DVD 1 21. Receiver Parabola 1 22. Amplifier 1 23. Ball 6 24. Racket 5 25. Javelin 4 26. Bullet 4 27. Mattress 2
42Learning Support, Documentation, Labuapi 3rd October 2019.
49
B. Research Finding
This research was conducting in SMA Negeri 1 Labuapi from
Thursday, 26 September until Thursday, 4 October 2019. In this research,
the researcher used two cycles. In the cycle, the researcher implemented the
Scaffolding Technique in teaching learning process. Therefore, each cycle
consisted of planning, acting, observing, and reflecting. The whole steps of
this research were describing below:
1. Cycle 1
a. Planning
In this cycle, the researcher was planning some activities such as:
1) Preparing syllabus about descriptive text, lesson plan, rubric,
material
2) Preparing students‟ attendance list
3) Preparing the teachers and students‟ field note checklist
4) Preparing tools of learning in the class
5) Preparing the test
6) Preparing the mobile phone to record the speaking
7) Preparing the camera to take the picture and videos
In this phase, the researcher arranged the lesson plan that included
competition standard and selected the appropriate material.
Therefore, the lesson plan focused on descriptive text by the theme
“Describing Picture”.
50
b. Acting
Acting phase is the implementation of the planning phase that
has been planning by the researcher as well. The action of the first
cycle has done on 26th-27th September 2019.
In the first meeting on Thursday, 26th 2019 in cycle 1 the
researcher started by greeting and introduced self to the students and
checked students‟ attendance list, and all of students gave responded
for greeting from the researcher. After that, the researcher introduced
the materials that are descriptive text and Scaffolding technique.
Therefore, the researcher asked the students what does
descriptive text and scaffolding means. Some of them confused about
that, but they wanted to know both of them. Hence, the researcher
explained the definition about both descriptive text and scaffolding
technique. After that the researcher gave an example about descriptive
text that is a picture how to students described a picture, so the
researcher described a picture as an example. Then the researcher
divided into ten groups, so one group consisted of two persons.
Furthermore, the researcher divided pictures to the each group.
The students work together with their partner. Beside that there were
some students asked a question due to they were found difficulties of
the subject. Therefore, the researcher as a bridge to helped or guided
them to overcome the problem that faced by them and how to
describing picture easily. Because the role of scaffolding here is too
51
helped solved a problem or students difficult perception on speaking
and the researcher as a guide to supported them how to learned as
independently through scaffolding technique.
In addition, the other students already understood how to
describing a picture. Then the researcher gave inform to the students
that the resulted of group work would be described in front of
audiences. After that, the researcher closed the lesson by giving them
Salam.
In second meeting on Friday, 27th 2019 the researcher began the
class like at the first meeting and reviewed last material. Therefore, in
this activity the researcher explained a little bit about material and still
sat with their groups. Furthermore, the researcher asked to students to
describe a picture one by one for every group in front of audiences.
The teacher gave them feedback of their problem. Then the researcher
closed the class and said goodbye to the students.
This test was holding to know the improvement of the students‟
speaking skill achievement after given treatments. The result of the
test cycle 1 showed the scores of students was 61.904 and the
percentage of students‟ acquired scores more than 73 as many as 13
students from 21 students, so the calculating was showed 61%.
52
c. Observing
Observing is an important aspect in classroom action research,
because it can help the researcher a better understanding of his
research. The observation has done to know teaching learning process
in the classroom, students‟ preparation, students‟ enthusiasm,
students‟ interaction to others and teachers and students‟ activeness
during the teaching learning process. The researcher used the students‟
observation checklist in order to know whether the technique could be
influences students‟ speaking ability in the classroom. Here are the
results of observation for cycle 1:
1) Students‟ Score of Speaking Skill
See the result of students‟ score of speaking skill in the table as
follows:
Table 4.4 Students’ Scores of Speaking Skill in Cycle 1
No. Name Test Cycle
1 Passing Grade
Level
1. ASH 76 73 Good 2. AKH 76 73 Good 3. AK 60 73 Fail 4. APF 80 73 Good 5. DMSP 60 73 Fail 6. HS 76 73 Good 7. IGANLM 80 73 Good 8. IJS 76 73 Good 9. IY 56 73 Fail 10. IS 76 73 Good 11. INP 48 73 Poor 12. MJN 72 73 Fail 13. MAA 60 73 Fail 14. MHS 80 73 Good 15. MS 60 73 Fail
53
16. MD 76 73 Good 17. NB 80 73 Good 18. NS 80 73 Good 19. PPAK 64 73 Fail 20. RW 80 73 Good 21. SSB 76 73 Good
Total of Scores 1.492 Classical Achievement 61.904
Based on the table above that were students acquired scores
> 73 as many as 13 students from 21 students, meanwhile the
students got scores < 73 as many as 8 students. As a result, the
percentage of the students‟ learning thorough reached 61% through
analyzing the data such as 13/21 x 100% = 61.904%. This result
can be category into enough level. It indicates that the students did
not achieve the achievement criteria of the research. Therefore, the
researcher concludes that in cycle one was unsuccessful in learning
process.
2) Teachers‟ Activity
See the table of teachers‟ activities as below:
Table 4.5 Teachers’ Activity
No Steps Indicators Score Total Score
1.
Preparation
Teacher physical preparation on learning material.
1
4 2.
Teacher preparation on instructional devices, such as lesson planning, observation sheet and test.
1
3. Teacher preparation on instructional media
1
54
1.
Initial Activities
Teachers greeting to the students‟ and checking students‟ attendance.
1
2 2.
Teacher tell them the goal of study and reviews about the previous material.
0
3. Teacher explains the descriptive text and scaffolding technique.
0
1.
Core Activities
Teacher ask the students to read, understand and analyze descriptive text that given.
0
3 2.
Teacher divide into small groups and teachers ask students to discuss and how to describe a picture that given with partner. Then the teacher help the students found difficulties during study work.
1
3.
Teachers control students‟ activity during learning process and giving feedback.
1
1.
Closing Activities
Teacher infers the content of students‟ activity.
1
3 2.
Teacher gives assignment for students. Tell to them for the next material.
0
3. Teacher closing the learning program.
1
12 Maximum 16 Percentage 75% Criteria Enough
Based on the table performs that the teacher‟s activities
during the implementation of using scaffolding technique reaches the
55
total score 12 and the percentage of teacher‟s activities obtained
75%. The percentage of teacher worksheet found through data
analysis using descriptive qualitative such as 12/16 x 100% = 75%.
This assessment is categorized into enough participation.
3) Students‟ Activities
See the table of students‟ activities as below:
Table 4.6 Students’ Activities
No Steps Indicators Score Total
Score
1.
Preparation
The students‟ preparation on instructional equipments.
0
2 2.
The students‟ preparation on speaking activity.
0
3. The students praying before start the lesson.
1
1.
Initial Activities
The students‟ response teachers‟ greeting. 1
3 2.
The students pay attention to the teachers‟ instruction.
1
3.
The students‟ receive the explanation about descriptive text and Scaffolding Technique.
0
1.
Core Activities
The students pay attention the explanation about the passage that given.
1
3 2.
The students divided into small group.
1
3. Students receive feedback from the teacher.
0
1. Closing
Activities
The students conclude the lesson with the teacher.
0 3
2. Students receive the assignment from the
1
56
teacher.
3. The students‟ response teachers‟ greeting. 1
11 Maximum 16 Percentage 68.75% Criteria Enough
Based on the table performs that the student‟s activities
during the implementation of using scaffolding technique reaches
the total score 11 and the percentage of student‟s activities
obtained 68%. The percentage of students‟ worksheet found
through data analysis using descriptive qualitative such as 11/16 x
100% = 68.75%. This assessment is categorized into enough
participation.
d. Reflecting
Based on the observation of the cycle 1, the researcher and
teacher had to reflect the weakness that happened in the learning
process to maximize the students‟ speaking skills.
1) The teacher needs to ask the students to bring dictionary to help
their vocabulary difficulties.
2) The teacher has to motivate the students to present in front of the
class.
57
2. Cycle 2
a. Planning
In this cycle, the researcher was planning some activities such as:
1) Preparing syllabus about descriptive text, lesson plan, rubric,
material
2) Preparing students‟ attendance list
3) Preparing the teacher‟s and students‟ field note checklist.
4) Preparing tools of learning in the class
5) Preparing the test
6) Preparing the mobile phone to record the speaking
7) Preparing the camera to take the picture and videos
The planning phase of the second cycle implemented into a lesson
plan that included competition standard and selected the
appropriate material. Therefore, the lesson plan focused on
descriptive text by the theme “Describing Picture”.
b. Acting
Acting phase is the implementation of the planning phase
that has been planning by the researcher as well. The action of the
second cycle has done on 3rd-4th October 2019.
In the first meeting on Thursday, 3 October 2019, the
researcher entered the class. As usual, all of the students were
ready in the class. In action 2, the teacher revised the teaching
learning process in cycle 1 where students still have difficulties in
58
speaking skill. Some students had wrong pronunciation, did not
understand the researcher means when the researcher spoke in
English, and they also had many mistakes in grammar and some of
them were low confident.
Furthermore, the researcher gave an example so that they
could be understood more about the materials‟ mean, so the
researcher described a person in front of them before the researcher
go on to the core material. After that, the researcher asked to them
nobody could describe a thing as an example. They were responses
and there was one student forward that was gave an example to his
friends and he was easily to describe a picture that gave by
researcher.
Furthermore, the researcher divided into small group, one
group consisted of two persons and then the researcher-divided
pictures to the each groups. The students work together with their
partner. Hence, on this second cycle the researcher just a little
helped to them due to they were known the structures how to
described a picture easily.
Moreover, the next the researcher informed to them because
the end of group worked as on the first cycle the researcher would
be order to presentation or describe a picture that gave in front of
class.
59
Therefore, the researcher informed to the students to
continue the meeting for the next so the researcher gave
assignment to them and to more preparing because time is over and
the researcher closed the class and said Salam.
Second meeting on Friday, 4October 2019, the researcher
began the class like at the first meeting and reviewed last material.
Therefore, in this activity the researcher explained a little bit about
material and still sat with their groups.
Furthermore, the researcher asked students to describe a
picture one by one for every group in front of audiences. The
teacher gave them feedback of their problem. Then closed the class
and said goodbye to the students.
c. Observing
Observing is an important aspect in classroom action
research, because it can help the researcher a better understanding
of his research. The observation has done to know teaching
learning process in the classroom, students‟ preparation, students‟
enthusiasm, students‟ interaction to others and teachers and
students‟ activeness during the teaching learning process. The
researcher uses the students‟ observation checklist in order to know
how far the technique influences students‟ speaking ability in the
classroom. Here are the results of observation for cycle 2:
60
1) The Students‟ score of speaking skill
The result of students‟ score of speaking skill can be seen on the
table as follows:
Table 4.7 Students’ Scores of Speaking Skill in Cycle 2
No. Name Test Cycle
2 Passing Grade
Level
1. ASH 92 73 Good 2. AKH 88 73 Good 3. AK 88 73 Good 4. APF 92 73 Good 5. DMSP 92 73 Good 6. HS 88 73 Good 7. IGANLM 88 73 Good 8. IJS 84 73 Good 9. IY 72 73 Fail 10. IS 84 73 Good 11. INP 88 73 Good 12. MJN 88 73 Good 13. MAA 88 73 Good 14. MHS 88 73 Good 15. MS 64 73 Fail 16. MD 92 73 Good 17. NB 85 73 Good 18. NS 72 73 Fail 19. PPAK 84 73 Good 20. RW 80 73 Good 21. SSB 88 73 Good
Total of Scores 1.785 Classical Achievement 85.714
Based on the table above that were students acquired scores
> 73 as many as 18 students from 21 students, vice versa the
students got scores < 73 as many as 3 students. As a result, the
percentage of the students‟ learning thorough reached 85% through
analyzing the data such as 18/21 x 100% = 85.714%. This result
61
can be category into a good level. It indicates that the students
achieve the achievement criteria of the research. Therefore, the
researcher concludes that in cycle 2 was SUCCESS in learning
process by using scaffolding technique.
2) Teachers‟ Activity
See the teachers‟ activities in the table below:
Table 4.8 Teachers’ Activity
No Steps Indicators Score Total Score
1. Preparation Teacher physical preparation on learning material.
1
4
2. Teacher preparation on instructional devices, such as lesson planning, observation sheet and test.
1
3. Teacher preparation on instructional media
1
1. Initial Activities
Teachers greeting to the students‟ and checking students‟ attendance.
1
3 2. Teacher tell them the goal of
study and reviews about the previous material.
0
3. Teacher explains the descriptive text and scaffolding technique.
1
1. Core Activiti es
Teacher ask the students to read, understand and analyze descriptive text that given.
1
4
2. Teacher divide into small groups and teachers ask students to discuss and how to describe a picture that given with partner. And then the teacher help the students found difficulties during study work.
1
3. Teachers control students‟ activity during learning
1
62
process and giving feedback. 1. Closing
Activities Teacher infers the content of students‟ activity. 1
4 2. Teacher gives assignment for
students. And tell to them for the next material.
1
3. Teacher closing the learning program.
1
15 Maximum 16 Percentage 93.75% Criteria Good
Based on the table performs that the teacher‟s activities
during the implementation of using scaffolding technique reaches
the total score 15 and the percentage of teacher‟s activities
obtained 93%.The percentage of teachers‟ worksheet found
through data analysis using descriptive qualitative such as 15/16 x
100% = 93.75%. This assessment is categorized into good.
3) Students‟ Activity
The students‟ activities can be seen in the following table:
Table 4.9 Students’ Activities
No Steps Indicators Score Total Score
1.
Preparation
The students preparation on instructional equipments.
1
4 2. The students preparation on speaking activity.
1
3. The students praying before start the lesson.
1
1.
Initial Activities
The students response teachers‟ greeting. 1
3 2. The students pay attention to the teachers instruction.
1
3. The students‟ receive the explanation about descriptive
0
63
text and Scaffolding Technique.
1.
Core Activities
The students pay attention the explanation about the passage that given.
1
3 2.
The students divided into small group.
1
3. Students receive feedback from the teacher.
0
1.
Closing Activities
The students conclude the lesson with the teacher.
1
4 2. Students receive the assignment from the teacher.
1
3. The students‟ response teachers‟ greeting
1
14 Maximum 16 Percentage 87.5% Criteria Good
Based on the table performs that the student‟s activities
during the implementation of using scaffolding technique reaches
the total score 14 and the percentage of student‟s activities
obtained 87%. The percentage of students‟ worksheet found
through data analysis using descriptive qualitative such as 14/16 x
100% = 87.5%. This assessment is category into good
participation.
d. Reflecting
In this cycle, the researcher and teacher as the collaborator
conclude that the treatment was successful in improving the
Speaking Skill. It could be seen the students‟ speaking
improvement in the students‟ score. They were great in retelling
something and were and did the actions describe things. In
64
addition, the all students seriously paid attention to the teachers‟
explanation and active in engaging in the learning process; such as
asking question, responding question.
65
C. DISCUSSION
The objectives of this research were to know the improvement in
speaking skill on students of second grade at SMA N 1 Labuapi.
Therefore, the researcher found out some problems related to in speaking
skill the instructional activities such as: Students have low speaking ability
because they rarely or never practice English to communicate with each
other‟s and also to consider English is a difficult thing to learn by them.
Therefore, the other factors are they still using sasaklanguage for
communication in every day, they have low grammar, vocabulary,
pronunciation mastery, beside that they have low motivations in learning
English. To solve the problems are required some actions. In solving the
problems, the researcher applied scaffolding technique in teaching learning
process. Using this technique is suitable to increase students‟ speaking
skill.
In the cycle 1, there were two meetings. The first meeting teacher
explained the students about descriptive text included the definition,
generic structure and its characteristics. After that, the researcher divides a
small group consists of two persons in one group, then tells to them the
aim of the study, and tells to them the scaffolding roles.
Furthermore, the researcher gave them pictures in every groups to
describe one by one in front of class on the every pictures the researcher
written vocabulary that related to on the pictures mean, it‟s mean that to
helped them so that easily to described picture. The researcher asked to
66
them to group work, and then the researcher as a bridge supports them in
order that they are easy to describe the picture that gave and helped until
they could study independently.
In second meeting, the researcher assessment of students‟
performance the resulted study works with their friends. Therefore, based
on the evaluation of researcher, the result of test 1 showed that 61.904%
there were only 13 students or 61% of the students who got the scores
above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM) 73, meanwhile the others 8 students were below that criterion.
Based on the result, the researcher decided to continue to the second cycle.
In the cycle 2, there were two meetings as the first cycle. The first
meeting, the teacher gave the students material related to descriptive text,
and then the students analyzed the material that has given. The teacher
gave the students time for asking about the material. After that, like as the
first cycle the researcher divides small groups consisted of two persons of
one group. In the first meeting, the researcher only a little bit to help them,
because they knew the structure.
Furthermore, second meeting the researcher did assessment of
students‟ performance by presentations in front of class that is describing
picture one by one. Therefore, based on the evaluation of researcher, the
result of test 2 showed that 85.714% there were only 18 students or 85% of
the students who got the score above the Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) 73, meanwhile the others 3 students
67
were below that criterion. Based on the result, the researcher decided to
stop the research.
The result proved that using scaffolding technique offered a
significant benefit for students‟ speaking ability. The significance could be
showing in the instruction from cycle 1 to cycle 2. In cycle 2, the students‟
speaking ability by using scaffolding technique approach was very
satisfying. The learning was success appropriated with the percentage
obtained 85% as the indicator. Therefore, this finding showed the fact that
using scaffolding technique to improve students‟ speaking skill has
success to solved the problems that faced by the students in speaking skill.
Furthermore, the researcher intercalated with the present research
with the previous research of success using scaffolding technique in
improving students‟ speaking skill. That implemented by Seyedeh Zahra
Arfaei Zarandi it was found that EFL learners' overall speaking ability was
significantly improved after they had been trained to use scaffolding
strategies. The present study filled a gap on the effectiveness of two
instructional strategies of scaffolding in speaking. This interactive
pedagogy allows EFL learners to practice and engage language forms
within a more communicative setting. To sum up, interactive and
intervening strategies of scaffolding are identifying as the major vehicles
to help EFL learners enhance their speaking ability43.
43Seyedeh Zahra Arfaei Zarandi, “Enhancing Speaking Ability through
Intervening Scaffolding Strategies”, Theory and Practice in Language Studied, Vol. 6, Number 11, November 2016, p. 2194.
68
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After getting the result of this research, it was necessary to make
conclusion about the result of this research. From the data, the researcher
could be concluding that there was a significant improvement in speaking
skill through Scaffolding Technique in SMA N 1 Labuapi. The skill has
been proving by analyzing used two cycles. Therefore, the passing grade
for this research was 73. Hence, the improvement of students‟ speaking
skill is showing by increasing from test cycle to cycle. The percentage in
the first cycle was 61.904% (unsuccessful), and the percentage of second
cycle was higher than previews 85.714% (success).
Scaffolding Technique, it is influence to increase students‟
speaking proficiency. Beside that using scaffolding technique could make
a situation of class was fun and enjoyable on teaching and learning process
of English, because the students attempted to encouraged their-self to
speak in English and how to expression ideas since learning process.
Hence, the researcher gave more the excellent opportunities to speak in
English to them. Thus, that is one of which is make the students eager to
study English and they also felt comfortable or enjoyable in studied
English.
69
B. Suggestion
In this part, the researcher would like to give some suggestions for
the English teacher and students due to there are several important things
that should apply by the English teacher it is hopefully can be useful for
teacher by the following sentences below.
1. For the Teacher
a. English is important thing that should master by language learners.
Therefore, the teacher should be able to choose the appropriate
technique in teaching English especially on speaking skill.
Therefore, Scaffolding Technique is recommending for the English
teacher or teacher to attempt to use others media to support
students‟ learning.
b. Scaffolding Technique is one of the media that can be applying on
it. The use of Scaffolding Technique in teaching learning is
interesting due to the teacher help or supported the students to
solve a problem and supported them to study independently.
Unconsciously, they can overcome the problem because the
teacher has supported them. It makes students be active in
responding to the teacher or their friends.
70
2. For the Student
The students have to improve their knowledge, especially in
improving their speaking proficiency, so that they are more confident
to speak up in public. Therefore, the students also need to enrich their
vocabularies. In addition, they need to learn simple grammar. The
students also expected to have more practice in a speaking activity.
71
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Technique to Improve the Second Grade Students Speaking Skill at MTs Madani Paopao Gowa: English Education Department of UIN Alauddin Makassar. 2016.
Riazi and Rezaii, The effect of scaffolding on EFL students‟ writing ability:
Thesis, Department of Linguistics, Macquarie University, 2011. Seyedeh Zahra Arfaei Zarandi. Enhancing Speaking Ability through Intervening
Scaffolding Strategies: Theory and Practice in Language Studied. 2016. Suharsimi Arikunto, Prosedur Penelitian: Satuan Pendekatan Praktik, Jakarta:
Rineka Cipta, 1998.
73
Syarifudin. (2019). Compensatory Communication Strategies Employed by EFL Students in Taking Turns Talking of a Speaking Class. Asian EFL Journal, 23(6.2), 109-131. Retrieved from https://www.asian-efl-journal.com/main-journals/
Syarifudin, Developing EFL Learners‟ Achievement Communication Strategies In A Speaking Class. Jurnal Tatsqif, 2016, 14(1), 66-89. Retrieved from
http://repository.uinmataram.ac.id
Syarifudin, An Instructional Model for Enhancing EFL Learners‟ Speaking Proficiency. Edulangue: Journal of English Language Education, 2019. 2(1), 86-97. Retrieved from http://repository.uinmataram.ac.id
Tika Rahmawati. The Use of Scaffolding Talk Technique to Improve Students‟ Speaking Skill for Eighth Grade Students of MTs Negeri Andong: Thesis. Faculty State Institute for Islamic Studies (STAIN) Salatiga. 2015.
Van Der Stuyf, Rachel R. Scaffolding as a teaching strategy: Adolescent
Learning and Development. 2002. Yenny Rahmawati & Ertin. Developing Assessment for Speaking, IJEE, Jakarta:
2014. Zulfiqar , Saidna. Improving Students‟ Speaking Skill through Yahoo Messenger
at University of Iqra Buru: Science Publishing Group. 2015.
74
APPENDICES
75
Appendix 01 LESSON PLAN CYCLE I (RPP)
Nama Sekolah : SMA Negeri 1 Labuapi Mata Pelajaran : Bahasa Inggris Kelas/ Semester : XI/1 Materi Pokok : Descriptive Text Aspek/ Skill : Speaking Alokasi Waktu : 2 x 30 menit Pertemuan : 2 x Pertemuan
A. KOMPETENSI INTI (KI)
K1. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),
santun responsif dan pro-aktif dan menunjukan sikap sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta dalam
menetapkan diri sebagai cermin bangsa dalam pergaulan dunia.
K3. Memahami, menerapkan, menganalisis pengetuahuan faktual,
konseptual, prosedural berdasakan rasa ingin tahunnya tentang
ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, dan peradaban terkait penyebab fenomena
dan kejadian, setta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah.
K4. Mengolar, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan perkembangan dari yang dipelajari di
sekolah secara mandiri dan mampu menggunakan metode sesuai
kaidah keilmuan.
76
B. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
1. 1.1 Mensyukuri kesempatan dapat
belajar bahasa inggris sebagai
bahasa pengantar komunikasi
international yang diwujudkan
dalam semangat belajar.
1.1.1 Mengungkapka rasa syukur
setiap saat mendapatkan
kesempatan belajar bahasa
inggris.
1.1.2 Siswa dapat berkomunikasi
bahasa inggris dengan teman dan
guru.
2. 1.2 Menunjukan perilaku santun
dalam melaksanakan komunikasi
interpersonal dengan guru dan
teman.
1.2.1 Menyapa guru dan teman
dengan santun dalam setiap
komunikasi interpersonal
pembelajaran dengan tepat.
3. 4.13 Menangkap makna dalam teks
ilmiah faktual (faktual report), lisan
dan tulis, sederhana tentang orang,
binatang, benda, gejala dan
peristiwa alam dan sosial, terkait
mata pelajaran lain di kelas XI.
4.13.1 Siswa dapat menjelaskan
gambar dengan kemampuannya.
4.13.2 Siswa dapat berbicara
bahasa inggris sepuasnya sesuai
dengan konteks.
4.13.3 Siswa dapat
mengespresikan pendapat dengan
menggunakan grammar yang
tepat.
4.13.4 Siswa dapat berbicara
bahasa inggris dengan kosakata
yang di milikinya.
C. TUJUAN PEMBELAJARAN
Serta mengikuti serangkaian pembelajaran, peserta didik mampu:
1.1.1 Mengungkapka rasa syukur setiap saat mendapatkan kesempatan
belajar bahasa inggris.
77
1.1.2 Siswa dapat berkomunikasi bahasa inggris dengan teman dan guru.
1.2.1 Menyapa guru dan teman dengan santun dalam setiap komunikasi
interpersonal pembelajaran dengan tepat.
4.13.1 Siswa dapat menjelaskan gambar dengan kemampuannya.
4.13.2 Siswa dapat berbicara bahasa inggris dengan sepuasnya sesuai
dengan konteks.
4.13.3 Siswa dapat mengespresikan pendapat dengan menggunakan
grammar yang tepat.
4.13.4 Siswa dapat berbicara bahasa inggris dengan kosakata yang di
milikinya.
D. MATERI PEMBELAJARAN
Describing Pictures
Mr. Bara
Mr. Bara is my uncle. He is a farmer in the
country.
He is 55 years old. He is handsome and tall. He is
185 cm. He has sharp eyes and a pointed nose .He
has curly hair. He has a strong body to be a
worker. Then His arms and legs
are strong to work on every day. He has dark skin.
He is very diligent.
He is also smart and patient. He is a nice person
and
we love him very much.
78
E. METODE PEMBELAJARAN
Scaffolding Technique
F. MEDIA PEMBELAJARAN
Describing Pictures dan gambar-gambar yang relevan
G. SUMBER BELAJAR
Buku SMA kelas XI yang relevan
Internet
H. LANGKAH-LANGKAH PEMBELAJARAN
1. Kegiatan Pendahuluan (10 menit)
Mengucapkan salam dan berdoa
Memberikan motivasi dan apersepsi
Menginformasikan tujuan pembelajaran
Menyampaikan skenario pembelajaran
Kegiatan yang Akan dilakukan untuk menyelesaikan latihan-latihan dan
tugas dalam pembelajaran.
2. Kegiatan inti (70 menit)
Intentionally - Mengelompokkan bagian
kompleks yang hendak
dikuasai siswa dan menjadi
beberapa bagian yang
spesific dan jelas dan
merupakan satu kesatuan
yang utuh untuk mencapai
kompetensi secara utuh.
Appropriateness - Memfocuskan pada
pemberian bantuan pada
aspek-aspek yang belum
dikuasai secara maksimal.
79
Structure - Memberikan model agar
siswa dapat belajar dari
model yang ditampilkan.
Model tersebut dapat
diberikan melalui proses
berfikir, diverbalkan dalam
kata-kata atau melalui
perbuatan. Kemudian,
siswa diminta untuk
menjelaskan apa yang telah
dipelajari dari model
tersebut.
Collaboration - Melakukan kolaborasi dan
memberikan respons
terhadap tugas yang
dikerjakan siswa.
Internalization - Memantapkan pemilikan
pengetahuan yang dimiliki
siswa agar dikuasainya
dengan baik dan mejadi
bagian dari dirinya.
3. Kegiatan Penutup (10 menit)
- Siswa meyimpulkan materi yang telah dipelajari dengan
bantuan bimbingan guru.
- Guru Memberikan feedback kepada siswa.
I. PENILAIAN
1. Tehnik penilaian sikap : Non test berupa pengamatan
langsung
2. Pengetahuan : Test
3. Keterampilan : Performance/ Unjuk kerja
80
Penilaian dari aspek keterampilan (skill)
Kemampuan berbicara (speaking skill)
No Aspek yang dinilai Kriteria score
1. Pengucapan
(pronunciation)
Hampir sempurna
Ada beberapa kesalahan namun tidak
mengganggu makna
Ada beberapa kesalahan dan mengganggu
makna
Banyak kesalahan dan mengganggu
makna
Terlalu banyak kesalahan dan
mengganggu makna
2. Intonasi (Intonation) Hampir sempurna
Ada beberapa kesalahan namun tidak
mengganggu makna
Ada beberapa kesalahan dan mengganggu
makna
Banyak kesalahan dan mengganggu
makna
Terlalu banyak kesalahan dan
mengganggu makna
3. Kelancaran (Fluency)
Sangat lancar
Lancar
Cukup lancar
Kurang lancar
Tidak lancar
81
4. Ketelitian (Accuracy)
Sangat teliti
Teliti
Cukup teliti
Kurang teliti
Tidak teliti
Konversi kompetensi pengetahuan,
Keterampilan dan sikap
Predikat Nilai kompetensi
Pengetahuan Keterampilan Sikap
A 4 4 SB
A- 3.66 3.66
B+ 3.33 3.33 B
B 3 3
B- 2.66 2.66
C+ 2.33 2.33 C
C 2 2
C- 1.66 1.66
D+ 1.33 1.33 K
D 1 1
82
Labuapi, 7 Agustus 2019
Guru Bahasa Inggris Mahasiswa Penelitian
I Nyoman Gde Sudiarte, S.Pd Munawar NIK.196510101988031031 NIM. 1501071083 Mengetahui,
Kepala Sekolah SMA Negeri 1 Labuapi H. M. Sahirun, S.Pd NIP. 196812311988031122
83
Appendix 02 LESSON PLAN CYCLE II (RPP)
Nama Sekolah : SMA Negeri 1 Labuapi Mata Pelajaran : Bahasa Inggris Kelas/ Semester : XI/1 Materi Pokok : Descriptive Text Aspek/ Skill : Speaking Alokasi Waktu : 2 x 30 menit Pertemuan : 2 x Pertemuan
J. KOMPETENSI INTI (KI)
K1. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),
santun responsif dan pro-aktif dan menunjukan sikap sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta dalam
menetapkan diri sebagai cermin bangsa dalam pergaulan dunia.
K3. Memahami, menerapkan, menganalisis pengetuahuan faktual,
konseptual, prosedural berdasakan rasa ingin tahunnya tentang
ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, dan peradaban terkait penyebab fenomena
dan kejadian, setta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah.
K4. Mengolar, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan perkembangan dari yang dipelajari di
sekolah secara mandiri dan mampu menggunakan metode sesuai
kaidah keilmuan.
84
K. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
1. 1.1 Mensyukuri kesempatan dapat
belajar bahasa inggris sebagai
bahasa pengantar komunikasi
international yang diwujudkan
dalam semangat belajar.
1.1.1 Mengungkapka rasa syukur
setiap saat mendapatkan
kesempatan belajar bahasa
inggris.
1.1.2 Siswa dapat berkomunikasi
bahasa inggris dengan teman dan
guru.
2. 1.2 Menunjukan perilaku santun
dalam melaksanakan komunikasi
interpersonal dengan guru dan
teman.
1.2.1 Menyapa guru dan teman
dengan santun dalam setiap
komunikasi interpersonal
pembelajaran dengan tepat.
3. 4.13 Menangkap makna dalam teks
ilmiah faktual (faktual report), lisan
dan tulis, sederhana tentang orang,
binatang, benda, gejala dan
peristiwa alam dan sosial, terkait
mata pelajaran lain di kelas XI.
4.13.1 Siswa dapat menjelaskan
gambar dengan kemampuannya.
4.13.2 Siswa dapat berbicara
bahasa inggris sepuasnya sesuai
dengan konteks.
4.13.3 Siswa dapat
mengespresikan pendapat dengan
menggunakan grammar yang
tepat.
4.13.4 Siswa dapat berbicara
bahasa inggris dengan kosakata
yang di milikinya.
L. TUJUAN PEMBELAJARAN
Serta mengikuti serangkaian pembelajaran, peserta didik mampu:
1.1.3 Mengungkapka rasa syukur setiap saat mendapatkan kesempatan
belajar bahasa inggris.
85
1.1.4 Siswa dapat berkomunikasi bahasa inggris dengan teman dan guru.
1.2.1 Menyapa guru dan teman dengan santun dalam setiap komunikasi
interpersonal pembelajaran dengan tepat.
4.13.1 Siswa dapat menjelaskan gambar dengan kemampuannya.
4.13.2 Siswa dapat berbicara bahasa inggris dengan sepuasnya sesuai
dengan konteks.
4.13.3 Siswa dapat mengespresikan pendapat dengan menggunakan
grammar yang tepat.
4.13.4 Siswa dapat berbicara bahasa inggris dengan kosakata yang di
milikinya.
M. MATERI PEMBELAJARAN
Describing Pictures
Mr. Bara
Mr. Bara is my uncle. He is a farmer in the
country.
He is 55 years old. He is handsome and tall. He is
185 cm. He has sharp eyes and a pointed nose .He
has curly hair. He has a strong body to be a
worker. Then His arms and legs
are strong to work on every day. He has dark skin.
He is very diligent.
He is also smart and patient. He is a nice person
and
we love him very much.
86
N. METODE PEMBELAJARAN
Scaffolding Technique
O. MEDIA PEMBELAJARAN
Describing Pictures dan gambar-gambar yang relevan
P. SUMBER BELAJAR
Buku SMA kelas XI yang relevan
Internet
Q. LANGKAH-LANGKAH PEMBELAJARAN
4. Kegiatan Pendahuluan (10 menit)
Mengucapkan salam dan berdoa
Memberikan motivasi dan apersepsi
Menginformasikan tujuan pembelajaran
Menyampaikan skenario pembelajaran
Kegiatan yang Akan dilakukan untuk menyelesaikan latihan-latihan dan
tugas dalam pembelajaran.
5. Kegiatan inti (70 menit)
Intentionally - Mengelompokkan bagian
kompleks yang hendak
dikuasai siswa dan menjadi
beberapa bagian yang
spesific dan jelas dan
merupakan satu kesatuan
yang utuh untuk mencapai
kompetensi secara utuh.
Appropriateness - Memfocuskan pada
pemberian bantuan pada
aspek-aspek yang belum
dikuasai secara maksimal.
87
Structure - Memberikan model agar
siswa dapat belajar dari
model yang ditampilkan.
Model tersebut dapat
diberikan melalui proses
berfikir, diverbalkan dalam
kata-kata atau melalui
perbuatan. Kemudian,
siswa diminta untuk
menjelaskan apa yang telah
dipelajari dari model
tersebut.
Collaboration - Melakukan kolaborasi dan
memberikan respons
terhadap tugas yang
dikerjakan siswa.
Internalization - Memantapkan pemilikan
pengetahuan yang dimiliki
siswa agar dikuasainya
dengan baik dan mejadi
bagian dari dirinya.
6. Kegiatan Penutup (10 menit)
- Siswa meyimpulkan materi yang telah dipelajari dengan
bantuan bimbingan guru.
- Guru Memberikan feedback kepada siswa.
R. PENILAIAN
4. Tehnik penilaian sikap : Non test berupa pengamatan
langsung
5. Pengetahuan : Test
6. Keterampilan : Performance/ Unjuk kerja
88
Penilaian dari aspek keterampilan (skill)
Kemampuan berbicara (speaking skill)
No Aspek yang dinilai Kriteria score
1. Pengucapan
(pronunciation)
Hampir sempurna
Ada beberapa kesalahan namun tidak
mengganggu makna
Ada beberapa kesalahan dan mengganggu
makna
Banyak kesalahan dan mengganggu
makna
Terlalu banyak kesalahan dan
mengganggu makna
2. Intonasi (Intonation) Hampir sempurna
Ada beberapa kesalahan namun tidak
mengganggu makna
Ada beberapa kesalahan dan mengganggu
makna
Banyak kesalahan dan mengganggu
makna
Terlalu banyak kesalahan dan
mengganggu makna
3. Kelancaran (Fluency)
Sangat lancar
Lancar
Cukup lancar
Kurang lancar
Tidak lancar
89
4. Ketelitian (Accuracy)
Sangat teliti
Teliti
Cukup teliti
Kurang teliti
Tidak teliti
Konversi kompetensi pengetahuan,
Keterampilan dan sikap
Predikat Nilai kompetensi
Pengetahuan Keterampilan Sikap
A 4 4 SB
A- 3.66 3.66
B+ 3.33 3.33 B
B 3 3
B- 2.66 2.66
C+ 2.33 2.33 C
C 2 2
C- 1.66 1.66
D+ 1.33 1.33 K
D 1 1
90
Labuapi, 7 Agustus 2019
Guru Bahasa Inggris Mahasiswa Penelitian
I Nyoman Gde Sudiarte, S.Pd Munawar NIK.196510101988031031 NIM. 1501071083 Mengetahui,
Kepala Sekolah SMA Negeri 1 Labuapi H. M. Sahirun, S.Pd NIP. 196812311988031122
91
Appendix 03 Observation Form Cycle 1
Teachers’ Sheet
No. Steps Indicators Score Total Score
1. Preparation Teacher physical preparation on learning material.
1
4
2. Teacher preparation on instructional devices, such as lesson planning, observation sheet and test.
1
3. Teacher preparation on instructional media
1
1. Initial Activities
Teacher greeting to the students‟ and checking students‟ attendance.
1
2 2. Teacher tells them the goal of study
and reviews about the previous material.
0
3. Teacher explains the descriptive text and scaffolding technique.
0
1. Core Activities
Teacher ask the students to read, understand and analyze descriptive text that given.
0
3
2. Teacher divide into small groups and teacher ask students to discuss and how to describe a picture that given with partner. And then the teacher help the students found difficulties during study work.
1
3. Teachers control students‟ activity during learning process and giving feedback.
1
1. Closing Activities
Teacher infers the content of students‟ activity. 1
3 2. Teacher gives assignment for
students. And tell to them for the next material.
0
3. Teacher closing the learning program.
1
12 Maximum 16 Percentage 75% Criteria Enough
92
Appendix 04
Observation Form Cycle 1 Students’ Sheet
No. Steps Indicators Score Total
Score
1.
Preparation
The student‟s preparation on instructional equipments.
0
2 2. The student‟s preparation on speaking activity.
0
3. The students praying before start the lesson.
1
1.
Initial Activities
The student‟s response teachers‟ greeting.
1
3 2.
The students pay attention to the teacher‟s instruction. 1
3. The students‟ receive the explanation about descriptive text and Scaffolding Technique.
0
1.
Core Activities
The students pay attention the explanation about the passage that given.
1
3 2.
The students divided into small group.
1
3. Students receive feedback from the teacher.
0
1.
Closing Activities
The students conclude the lesson with the teacher.
0
3 2. Students receive the assignment from the teacher.
1
3. The student‟s response teachers‟ greeting.
1
11 Maximum 16 Percentage 68.75% Criteria Enough
93
Appendix 05 Observation Form Cycle 2
Teachers’ Sheet
No. Steps Indicators Score Total Score
1. Preparation Teacher physical preparation on learning material.
1
4
2. Teacher preparation on instructional devices, such as lesson planning, observation sheet and test.
1
3. Teacher preparation on instructional media
1
1. Initial Activities
Teachers greeting to the students‟ and checking students‟ attendance.
1
3 2. Teacher tells them the goal of study
and reviews about the previous material.
0
3. Teacher explains the descriptive text and scaffolding technique.
1
1. Core Activities
Teacher ask the students to read, understand and analyze descriptive text that given.
1
4
2. Teacher divide into small groups and teacher ask students to discuss and how to describe a picture that given with partner. And then the teacher help the students found difficulties during study work.
1
3. Teachers control students‟ activity during learning process and giving feedback.
1
1. Closing Activities
Teacher infers the content of students‟ activity. 1
4 2. Teacher gives assignment for
students. And tell to them for the next material.
1
3. Teacher closing the learning program.
1
15 Maximum 16 Percentage 93.75% Criteria Good
94
Appendix 06 Observation Form Cycle 2
Students’ Sheet
No. Steps Indicators Score Total
Score
1.
Preparation
The student‟s preparation on instructional equipments.
1
4 2. The student‟s preparation on speaking activity.
1
3. The students praying before start the lesson.
1
1.
Initial Activities
The student‟s response teachers‟ greeting.
1
3 2.
The students pay attention to the teacher‟s instruction. 1
3. The students‟ receive the explanation about descriptive text and Scaffolding Technique.
0
1.
Core Activities
The students pay attention the explanation about the passage that given.
1
3 2.
The students divided into small group.
1
3. Students receive feedback from the teacher.
0
1.
Closing Activities
The students conclude the lesson with the teacher.
1
4 2. Students receive the assignment from the teacher.
1
3. The student‟s response teachers‟ greeting.
1
14 Maximum 16 Percentage 87.5% Criteria Good
95
Appendix 07 Speaking Test Cycle I
The Pictures
The researcher would like to use some pictures as a research. So, the researcher will divide groups to working group and each student will get the pictures which is provide by researcher, and then the students will describe the picture in front of class, using their own language. Therefore, this test is to measure the basic capabilities of students yet the researcher use an oral test. Hence, through this technique will enable the students has an opportunities to speak all. Therefore, the researcher uses descriptive text as material for two cycles.
1. Please describe this picture based own your language!
Elephant G. Trawangan Beach Rose
Cristiano Ronaldo Senggigi Beach Mountain
Motorcycle Valentino Rossi Car
96
97
Appendix 08 Speaking Test Cycle II
Pictures
Handphone Horse Valentino Ross Cristiano Ronaldo
Books Mirror House Banana
Money Butterfly
98
Daftar hadir siswa kelas XI Ips 1 SMA Negeri 1 Labuapi Tahun Pelajaran 2019/2020
No No. Induk
Nama Siswa L/P
Ket
1. 3210 Ahmad Samsul Halid L
2. 3211 Aifiah Khalisyah P
3. 3213 Ana Karalina P
4. 3216 Asih Purnama Fitri P
5. 3222 Dewa Made Satrya Prasada L
6. 3119 Hamdan Sukro L
7. 3233 I Gusti Ayu Ngurah Luhur Meyr P
8. 3236 Ilham Jayadi Subirto L
9. 3239 Irma Yuliana P
10. 3240 Irpan Suryadi L
11. 3242 Iswandi Nata Saputra L
12. 3246 M. Jaya Negara L
13. 3249 Maulana Ali Akbar L
14. 3255 Muhammad Hasan Sadikin L
15. 3258 Muhammad Sar‟i L
16. 3259 Muliadi L
17. 3264 Nurbaiti P
18. 3269 Nurul Septiani P
19. 3271 Putri Pratiwi Anjelita Kaharudd P
20. 3302 Rismawati P
21. 3281 Siti Saebatul Bahraen P
MENGETAHUI,
GURU MATA PELAJARAN
I NYOMAN GDE SUDIARTE NIP. 196510101988031031
99
Appendix 10
Cycle 2 Speaking Assessment
No No. Induk
Nama Siswa L/P
Score
P G V F C
1. 3210 Ahmad Samsul Halid L 5 4 4 5 5 92
2. 3211 Aifiah Khalisyah P 5 4 4 5 4 88
3. 3213 Ana Karalina P 5 4 4 4 5 88
4. 3216 Asih Purnama Fitri P 4 4 5 5 5 92
5. 3222 Dewa Made Satrya Prasada L 5 4 4 5 5 92
6. 3119 Hamdan Sukro L 4 4 4 4 3 88
7. 3233 I Gusti Ayu Ngurah Luhur Meyr P 5 4 5 4 4 88
8. 3236 Ilham Jayadi Subirto L 4 4 4 4 5 84
9. 3239 Irma Yuliana P 4 3 4 4 3 72
10. 3240 Irpan Suryadi L 5 4 4 4 4 84
11. 3242 Iswandi Nata Saputra L 5 4 4 5 4 88
12. 3246 M. Jaya Negara L 5 4 4 5 4 88
13. 3249 Maulana Ali Akbar L 4 4 4 5 5 88
14. 3255 Muhammad Hasan Sadikin L 4 4 5 5 4 88
15. 3258 Muhammad Sar‟i L 4 3 3 3 3 64
16. 3259 Muliadi L 5 4 4 5 5 92
17. 3264 Nurbaiti P 4 5 5 4 5 92
18. 3269 Nurul Septiani P 4 3 4 4 3 72
19. 3271 Putri Pratiwi Anjelita Kaharudd P 5 3 4 4 5 84
20. 3302 Rismawati P 4 3 4 5 4 80
21. 3281 Siti Saebatul Bahraen P 4 4 4 5 5 88
100
Total Scores 1.785
Classical Achievement 85.714
Appendix 09
Cycle 1 Speaking Assessment
No No. Induk
Nama Siswa L/P
Score
P G V F C
1. 3210 Ahmad Samsul Halid L 4 4 4 4 3 76
2. 3211 Aifiah Khalisyah P 4 4 4 4 3 76
3. 3213 Ana Karalina P 4 2 3 3 3 60
4. 3216 Asih Purnama Fitri P 4 4 4 4 4 80
5. 3222 Dewa Made Satrya Prasada L 3 3 3 3 3 60
6. 3119 Hamdan Sukro L 4 3 4 4 4 76
7. 3233 I Gusti Ayu Ngurah Luhur Meyr P 4 4 4 4 4 80
8. 3236 Ilham Jayadi Subirto L 4 3 4 4 4 76
9. 3239 Irma Yuliana P 3 2 3 2 2 56
10. 3240 Irpan Suryadi L 3 2 3 3 3 76
11. 3242 Iswandi Nata Saputra L 3 2 2 3 2 48
12. 3246 M. Jaya Negara L 4 3 4 4 3 72
13. 3249 Maulana Ali Akbar L 3 3 3 3 3 60
14. 3255 Muhammad Hasan Sadikin L 4 4 4 4 4 80
15. 3258 Muhammad Sar‟i L 3 3 3 3 3 60
16. 3259 Muliadi L 4 3 4 4 4 76
17. 3264 Nurbaiti P 4 4 4 4 4 80
18. 3269 Nurul Septiani P 4 4 4 4 4 80
19. 3271 Putri Pratiwi Anjelita Kaharudd P 4 3 3 3 3 64
101
20. 3302 Rismawati P 4 4 4 4 4 80
21. 3281 Siti Saebatul Bahraen P 4 4 4 4 3 76
Total Scores 1.492
Classical Achievement 61.904
102
Documentations
The Researcher was divided pictures to the students.
103
The researcher was controlled the students‟ group works.
104
The students‟ performance did describe picture in front of class
105
The students did group works with their partners
106
111
112
113
